Copy of Digital Teaching Symposium

Introducción La pandemia aceleró una transición abrupta hacia la virtualidad educativa, revelando tanto oportunidades como fragilidades en los procesos de enseñanza-aprendizaje. Uno de los aspectos más afectados ha sido la evaluación, donde la falta de preparación, la improvisación metodológica y el uso limitado de las plataformas digitales han debilitado la integridad académica. En este nuevo escenario, el auge de la inteligencia artificial (IA) y las tecnologías emergentes exige repensar profundamente cómo, qué y para qué evaluamos.

Desarrollo Esta ponencia propone un enfoque renovado de la evaluación en contextos digitales, centrado en la autenticidad, la creatividad y la ética. Se plantea una reconfiguración estratégica del uso del LMS Blackboard y herramientas TIC externas, integrando funcionalidades como rúbricas automatizadas, evaluación por pares, condiciones de publicación y seguimiento de entregas mediante enlaces verificables en la nube.

Se destacan buenas prácticas como:

• Activación de actividades durante encuentros sincrónicos para validar originalidad.
• Diseño de experiencias evaluativas personalizadas y colaborativas.
• Uso de IA para retroalimentación formativa, análisis de desempeño y detección de patrones de aprendizaje.
• Configuración de actividades formativas y sumativas que promuevan el pensamiento crítico, la resolución de problemas y la transferencia a contextos reales.

Además, se aborda cómo estas estrategias pueden adaptarse a cursos 100% asincrónicos, garantizando trazabilidad, transparencia y equidad en la evaluación.

Conclusión Repensar la evaluación en la era digital no implica solo incorporar tecnología, sino transformar la cultura evaluativa hacia una más humana, inclusiva y significativa. Esta propuesta invita a las instituciones a aprovechar el potencial de la IA y las TIC para fortalecer la integridad académica, empoderar a los estudiantes y rediseñar las prácticas evaluativas como experiencias de aprendizaje auténtico. El Simposio Anthology 2025 es el espacio ideal para visibilizar estas innovaciones y construir colectivamente una nueva narrativa educativa.

Se presenta el uso de la inteligencia artificial y la inteligencia computacional en el Centro Virtual de Aprendizaje de Matemáticas CVMAT, el cual es un módulo en Blackboard de autoaprendizaje en línea, disponible para los estudiantes de posgrado de la Universidad de las Américas Puebla. En la ponencia se ofrece una visita virtual al módulo y se muestran ejemplos del uso de estas herramientas. Se invita a los asistentes a la ponencia a compartir sus experiencias sobre este tema, sus ventajas y riesgos.

For many years in my professional practice, personalizing learning was seen as a given. Yet I never really stopped to ask why. This session begins by looking at the educational (and sometimes political) origins of personalized learning. It builds on this to look at how it can be implemented today using existing technologies, how generative AI solutions might change these and what this all means for the learner’s experience and the teacher’s ability to manage the class. It ends asking again whether personalized learning is desirable and the consequences for our definitions of what education should be. 

Discover how educators can move past traditional LMS usage to unlock the transformative potential of AI-enhanced teaching practices. This session, led by Meredith Huynh, demonstrates how Blackboard (Ultra)’s evolving AI features—such as automated feedback, intelligent rubrics, and personalized learning pathways—can streamline assignment creation, improve feedback quality, and foster deeper student engagement. Attendees will gain hands-on strategies for integrating these tools into their courses, with a focus on practical application, ethical considerations, and faculty empowerment. Whether you're an LMS power user or just beginning to explore AI in education, this session offers actionable insights to elevate your digital pedagogy.

Too often, accessibility is viewed as a compliance afterthought—something to “fix” once barriers appear. This session reframes accessibility as design choices faculty can make from the start. Together, we’ll explore how Anthology Ally supports faculty in building more inclusive course content by providing real-time guidance, alternative formats, and clear feedback. You’ll learn practical strategies for applying accessibility best practices without requiring extra technical expertise, and see how small changes can make a big impact on student success. The best part? You’ll be learning directly from Ally administrator/digital accessibility extraordinaire, Wendy Velez-Torres, of Coppin State University.

We’ll also highlight Fix Your Content Day 2025, a global event that gamifies accessibility by encouraging friendly competition among institutions to improve the accessibility of course materials. You’ll leave with actionable steps you can take right away—and a new way to engage your colleagues in the journey toward more inclusive teaching.

Grit and resilience are both highly relevant to online education because they connect to persistence, motivation, and student success in learning environments where autonomy is critical. Teaching Demonstration: Grit vs. Resilience

1. Introduce the Concepts
2. Quick interactive demonstration
3. Apply to online learning

Foster grit by building goal-setting assignments, showing progress tracking, and encouraging “small wins.” Foster resilience by allowing revision opportunities, giving supportive feedback, and modeling flexibility.

Participants can try the technique and think about how they can apply it to their classes. This activity helps educators think about how to support online students. It models good teaching practice by combining psychological theory, activity, and application.

Respondus is at the forefront of online proctoring innovation, with new features being released each quarter. Don't miss this session where you'll see the latest enhancements for Respondus Monitor and LockDown Browser, including using MS Word and Excel during a secure exam, recording only the screen during an assessment, flagging handheld devices, and much more. You will also learn how LockDown Browser and Respondus Monitor support the many ways online testing occurs across campus, including Blackboard exams delivered in classrooms, testing centers, remote environments, and hybrid courses.

This pilot study explores the integration of LinkedIn Learning into a first-year academic module at the University of the Free State, addressing challenges in student engagement, instructional efficiency, and progress tracking in large classes. The intervention was initiated in response to a lecturer’s need for video-based learning aligned with specific module outcomes, with automated tracking of student completion within the learning management system (LMS).

Guided by the ADDIE instructional design model, the project followed a structured approach to analyze pedagogical gaps, design a learner-centered solution, and implement micro-learning content via Learning Tools Interoperability (LTI) in Blackboard. The development phase focused on selecting high-quality, skill-based LinkedIn Learning content, while implementation included instructor and student training to ensure adoption and usability.

Evaluation data from Blackboard and LinkedIn Learning analytics, along with instructor feedback, revealed increased student engagement, improved completion rates, and reduced administrative workload. The findings contribute to digital pedagogy by demonstrating how platform integration can support scalable, outcome-aligned learning experiences.

The University of Northampton surveyed students on their attitudes to AI in 2023 and 2024, along with surveying staff. The multidimensional approach between staff and students, combined with open conversations, meant that the institution was able to rapidly adapt as needed to the changing face of generative AI, along with maximizing the affordances and minimizing the risks.
This presentation will build on data presented in published chapters and apply this to the real-life experiences of using AI functionality within Blackboard along with associated tools such as Turnitin. Data within Anthology Illuminate will be used to show growth in activity from staff. The discussion will then cover additional findings from the institutional Study Smart project, which show how students are increasingly using tools outside of Blackboard to supplement their learning and general experiences both inside and outside the institution. Attendees will take away:

• An understanding of the staff and student trends in AI use based on real institutional experiences. • The value of conducting institutional surveys in their own contexts. • Knowledge of how Anthology Illuminate can be used to track staff engagement with AI tools in Blackboard. • Ideas on how staff and students can work together to maximize the benefits of AI both inside and outside the classroom environment.

Academic literature tells us that course design is important, students tell us that instructor presence is important, and experience tells us that online teaching is complex…but what do the actual instructors say? This session will explore a new study that illuminates instructor perspectives on quality teaching practices in asynchronous online courses. No other research to date has focused on how online instructors think about their online teaching, and what they do daily to improve the quality of their course for their students. Conducted by a teacher, about teachers, for teachers, this session is meant to offer study insights for consideration and encouragement, as well as explain implications for academic leaders, institutional policy, and professional development.

En una previa sesión el año pasado, exploramos cómo herramientas que integran la Inteligencia Artificial (IA) estaban empezando a transformar la educación superior y su significado para el cuerpo docente. Desde entonces, los profesores han adquirido una mayor familiaridad con la IA y ahora se plantean la siguiente gran pregunta: ¿Cómo puedo utilizar realmente estas herramientas en mi práctica docente? En esta sesión compartiremos estrategias y ejemplos concretos de cómo hemos logrado que los profesores de EDHEC Business School pasen de la curiosidad a una adopción significativa de la IA en el aula (Certificado de Transformative Teaching with AI, talleres, tutorías, aprendizaje entre pares), así como las lecciones aprendidas de aquellos que ya la integran para rediseñar evaluaciones, ofrecer feedback y enriquecer la experiencia de aprendizaje.

Conclusiones Claves:

• Enfoques prácticos para acompañar al profesorado mientras experimenta con la IA en la enseñanza y el aprendizaje.

• Perspectivas sobre qué motiva (y qué desalienta) a los profesores a comprometerse con nuevas herramientas digitales.

• Ejemplos reales de integración de la IA en la educación superior y su impacto en la práctica docente.

"This session explores how the University of Law’s Skills Academy course catalogue functions as a strategic tool to enhance student engagement, progression, and digital learning. Designed as a structured and accessible platform, the catalogue enables students to self-select academic and professional development opportunities aligned with their career goals. It also supports staff in delivering targeted guidance and interventions. By embedding digital education into the wider student experience, the catalogue contributes to a more personalized and impactful learning journey.

Key takeaways include:

• Use of course catalogue to provide internal/external onboarding and skills platform
• Utilization of certificates feature in Blackboard and micro badging/credentialing approach
• Supporting students with digital learning "

Role-playing is a dynamic way to engage students for embodied, relational learning, but fast-paced interactions often prioritize acting over reflecting. This session explores how adding an additional AI third partner prompts students to pause and reflect before responding for more purposeful play. We’ll share an activity where students, working in pairs as “co-parents,” engaged with “AI Kai,” a 10-year-old persona who very desperately wants a smartphone. Created with Blackboard's AI Conversation tool, this scenario required students to confront and discuss their personal values around technology and screen time together, navigating differing opinions. The exercise not only fostered deeper reflection on personal values but also prompted students to reconsider their own digital habits. The session will provide practical strategies for using AI as a third partner to facilitate richer discussions between students, highlighting key takeaways and lessons from the "AI Kai Wants a Smartphone" activity. Used in this way, the AI tool fosters deeper engagement between students rather than replacing student interactions.

In an environment where we all feel bombarded by endless notifications, emails, and demands, it’s easy to see why digital accessibility isn’t high on most people’s agendas. Day-to-day pressures, a lack of personal connection to the issue, and the perception that accessibility is complex or “someone else’s job” can all act as barriers to engagement.

Despite digital accessibility being a moral, legal, and ethical imperative, encouraging colleagues to upskill and embed accessible practices into their daily work remains a sector-wide challenge. While training, drop-ins, and resources are valued by those already invested, such as our thriving Digital Accessibility in Student Education Practice (DASEP) community, our “Principles of Inclusive Pedagogies” at Leeds make clear that inclusion is everyone’s responsibility.

All staff involved in student education are expected to contribute to inclusive pedagogy. The University is committed to providing clear guidance and support to enable inclusive practice and ensure students’ needs are met. In turn, individuals are responsible for adopting this guidance within their own teaching and support, so that every student benefits from an accessible learning experience.

This year, we are committed to building on our educational offerings, ensuring that all students have access to the resources they need to succeed. To achieve this, we plan to launch our “Minimum Digital Accessibility Standards for Student Education” and our “Introduction to Accessible Teaching and Learning” courses for all staff.

Join our presentation to hear our insights on the challenges and opportunities of embedding digital accessibility as a shared responsibility across a large institution. We will discuss how we are navigating institutional machinery, building communities of practice, and developing practical frameworks and support to enable meaningful change. Using the analogy of directing the rider, motivating the elephant, and shaping the path (Heath & Heath, 2010), we will share lessons learned and invite discussion on how digital accessibility can become a core, shared value across the sector.

In last year’s session, we explored how artificial intelligence (AI) tools were beginning to reshape higher education and what this meant for faculty. Since then, professors have gained more familiarity with AI and are asking the next big question: How do I actually use these tools in my teaching practice? This session will share strategies and real examples of how we have engaged professors to move from curiosity to meaningful adoption of AI in their classrooms (Transformative Teaching with AI Certificate, workshops, coaching, peer-to-peer learning) as well as lessons learned from professors who are already integrating AI to redesign assessments, provide feedback, and enrich the learning experience. Key takeaways: • Practical approaches to support faculty as they experiment with AI in teaching and learning. • Insights into what motivates (and discourages) professors to engage with new digital tools. • Real examples of AI integration in higher education and their impact on teaching practice.

La educación superior enfrenta el reto de preparar a los estudiantes para un entorno laboral cada vez más digital y competitivo. En este contexto, la Universidad Virtual CNCI de México diseñó una experiencia innovadora en la asignatura Formación de Emprendedores, utilizando la inteligencia artificial (IA) generativa integrada en la plataforma Blackboard Ultra.

El proyecto consistió en una simulación de negocios digitales, en la que 17 estudiantes desarrollaron, paso a paso, una idea emprendedora apoyados en la herramienta Conversación con IA. A través de dinámicas de juego de roles, la IA asumió distintos papeles (cliente, consultor de marketing y asesor financiero), lo que permitió a los participantes analizar el mercado, validar propuestas de valor, diseñar estrategias de marketing y presentar su proyecto en formato Pitch Shark Tank.

Los resultados muestran que más del 80% de los estudiantes reconoció que la IA contribuyó significativamente a estructurar sus ideas y mejorar sus habilidades para la toma de decisiones estratégicas. Además, la experiencia reforzó competencias clave como la creatividad, el pensamiento crítico y la innovación, alineadas con el Objetivo de Desarrollo Sostenible (ODS) 8 sobre trabajo decente y crecimiento económico.

Esta experiencia demuestra que la IA generativa puede convertirse en un recurso valioso dentro de la educación virtual, al complementar las metodologías activas y ofrecer un entorno de simulación que acerca a los estudiantes al mundo real del emprendimiento digital. Los asistentes a esta sesión conocerán cómo integrar herramientas de IA en sus prácticas docentes para potenciar la motivación estudiantil y fortalecer la formación emprendedora.

Providing timely and meaningful feedback is one of the biggest challenges in higher education, particularly with large student cohorts that can leave even dedicated educators feeling overwhelmed. While feedback is essential for learning, it is often limited by the time and resources available to educators. Recent advances in artificial intelligence (AI), specifically large language models (LLMs), open new possibilities for supporting educators in delivering consistent and personalized feedback more efficiently. This session will share findings from a recent study that applied LLMs to MSc student projects, comparing how well different models generated strengths- and weaknesses-focused feedback. We will explore both the opportunities—such as saving time, improving consistency, and enabling more tailored responses—and the limitations, including issues of accuracy and the importance of human oversight.

Key takeaways: • Understand how AI can support, not replace, educators in the feedback process. • Learn practical examples of how LLMs can enhance both consistency and personalization of feedback. • Gain insight into the benefits and challenges of using AI at scale in higher education.

In this presentation, we'll show how we're combining custom HTML tools with the built-in features of Blackboard to create more interactive and engaging learning experiences for students at the University of Sheffield. Given the current challenges in higher education, we'll talk about how we're supporting teaching staff through professional development and exploring new and smarter ways to teach online using Blackboard (Ultra). We’ll talk about the changes we’ve made to assessment and marking and how we’ve used AI to shape our work. We'll also share a case study of a new online master's course to demonstrate how to plan and organise an effective online program. We'll include examples and share insights from instructors who have adopted Blackboard (Ultra) in the 2024–25 academic year. Participants will learn how using AI to create custom HTML elements within Blackboard (Ultra) courses can improve the overall learning experience for students.

In today’s evolving digital landscape, faculty are not only educators but also lifelong learners, making professional development a strategic priority for institutions that recognize them as their greatest assets. Comprehensive programs that integrate pedagogy with technology and innovation, while supporting career growth, are essential to advancing teaching effectiveness, keeping faculty current in their fields, and ultimately driving student success. This session will highlight practical strategies for fostering faculty development that strengthen instructional practices, enhance student performance, improve retention, and increase overall satisfaction, while equipping educators to adapt, innovate, and thrive in an ever-changing higher education environment.

Artificial intelligence is rapidly transforming the skills students need and the way educators design learning. Traditional Bloom’s Taxonomy, while foundational, no longer fully addresses the cognitive and ethical challenges of an AI-driven world. This session introduces a reframed Bloom’s Taxonomy that expands beyond “Create” to include a new “Transform” layer, empowering learners to apply knowledge for real-world change and social impact.

Drawing from the newly published white paper, Reframing Bloom’s for the Age of AI, this session will demonstrate how institutions can move from fear to framework, using AI not as a threat but as a catalyst for deeper learning. Attendees will explore practical applications of the taxonomy and examine strategies for embedding AI literacy, fostering critical thinking, and cultivating adaptability across disciplines.

Join us to discover how reframing Bloom’s can help your institution strengthen pedagogy, support faculty innovation, and prepare future-ready graduates.

The self-paced Artificial Intelligence Design Academy (AIDA) is tailored to equip faculty and staff with the knowledge and skills to integrate artificial intelligence (AI) into syllabi, course design, and assessment. Presentation objectives include learning how AI tools can leverage student engagement, addressing ethical implications and potential bias, and demonstrating best practices for impacting student success. Session attendees will be given the opportunity to enroll in the AIDA course and guidance for constructing an AI academy at their respective institutions. Course participants will receive a certificate and microcredential badge endorsed by the University of Texas at El Paso (UTEP). Learning Outcomes

1. Learn how to critically evaluate the ethical implications of artificial intelligence in educational settings, including its impact on academic integrity and equity.
2. Learn how to design and implement AI-enhanced instructional design into classroom engagement, course activities, and assessments.
3. Examine best practices for AI usage in academic environments, including the development of syllabus statements, guidance on AI citations, strategies to avoid AI abuse, and equitable steps to detect improper AI use.
4. Examine how to utilize Blackboard's AI Design Assistant and AI Conversation tools to expedite and streamline course design and assessment.

La creación de materiales educativos accesibles constituye un deber legal y ético para los docentes, ya que garantiza que todos los estudiantes, incluyendo aquellos con discapacidades visuales, auditivas, motoras o cognitivas, tengan igualdad de oportunidades en su proceso de aprendizaje. Este tema busca capacitar a los docentes en la elaboración de recursos digitales que cumplan con los principios de accesibilidad —perceptibles, operables, comprensibles y robustos—, tal como lo establecen las Pautas de Accesibilidad para el Contenido Web (WCAG) y la legislación vigente. A través de este enfoque práctico, los participantes aprenderán a aplicar técnicas como el uso de texto alternativo en imágenes, la organización clara con encabezados, el contraste adecuado de colores y la navegación accesible mediante teclado, comprendiendo que estas acciones no solo responden a un mandato legal, sino que además mejoran la claridad y la usabilidad para todos los estudiantes. En conclusión, los asistentes reconocerán la importancia de la accesibilidad en la enseñanza digital, identificarán los principios fundamentales que la rigen y se llevarán estrategias concretas para transformar sus materiales, reforzando así su compromiso con una educación equitativa, inclusiva y de excelencia.

Artificial intelligence is reshaping the way students learn and faculty teach—but what happens when we put "AI Conversation" directly into the hands of instructors? In this session, Heather Breittholz, PhD, instructional designer, and her co-presenter (and her mom!), Valarie Artigas, DNP, associate clinical professor, share creative ways to use Blackboard’s AI Conversation tool to design smarter bots for online teaching. From nursing case-study bots that immerse students in caring for vulnerable populations to study bots that reinforce the application of new knowledge, participants will explore AI-powered companions that bring learning to life beyond the classroom.

Attendees will leave with:

1. Strategies for creating course-specific bots that align with learning outcomes.
2. Ideas for using bots to support ethical, inclusive, and student-centered learning.
3. Inspiration for designing AI interactions that feel more “human” and more connected to authentic learning.

This interactive session blends fun, family, and future-focused pedagogy—because designing smarter isn’t just about tech, it’s about turning faculty–student engagement into a conversation rather than a monologue.

The rapid advancement of artificial intelligence (AI) has significantly impacted education. Many institutions of higher education have incorporated AI literacy in their curriculum without a cohesive strategy for identifying what AI literacy really entails. In this session, we will share how Northern Illinois University developed an institution-wide AI Literacy framework and the ongoing work to implement the framework across the institution.

Providing feedback that is both fair to students and feasible for instructors can feel like an impossible balance. This session offers 10 research-based “quick wins” you can implement right away to make your feedback clearer, more actionable, and more equitable without adding to your workload. Using Blackboard Ultra tools such as rubrics, audio/video comments, journals, release conditions, and AVA summaries, you’ll see practical before-and-after examples. Attendees will leave with a checklist and a simple starter experiment they can pilot immediately in their own courses.

This presentation explores how undergraduate students engage with artificial intelligence in an entry-level business course when given the option to choose between AI-assisted and non-AI assignments. Each week, students selected either an assignment requiring the use of generative AI tools or a parallel assignment completed without AI. At the end of the week, they reflected on their choice, their learning outcomes, and whether they would make the same decision again in the future.

Preliminary findings emphasize student decision-making regarding technology use, their perceptions of AI’s value for learning, and the differences in the types of skills they report developing through each pathway. The study offers insights into how choice-based assignment design can promote metacognition, support varied learner preferences, and help faculty better understand student attitudes toward emerging technologies in higher education.

As generative AI tools become more widely accessible, educators and instructional designers have an opportunity to reimagine the possibilities of digital course design. This session will demonstrate how commonly used AI platforms can act as a creative partner in producing dynamic HTML elements that enhance organization, interactivity, and accessibility within Blackboard’s native document editor. Participants will see how static materials can be transformed into engaging course features such as expandable content blocks, tabbed navigation, styled callouts, and interactive study aids, all optimized for the Blackboard (Ultra) interface. The session will showcase adaptable templates, AI-assisted workflows, and accessibility best practices, offering attendees immediately applicable strategies. Emphasizing both innovation and inclusivity, this presentation is designed for faculty and instructional designers who want to push the boundaries of what their Blackboard courses can do while keeping student engagement and usability at the forefront of their practice.

By the end of this session, participants will be able to:

Explain how generative AI can support the creation of HTML-based course enhancements in Blackboard’s native document editor.

Adapt AI-generated HTML templates to improve readability, navigation, and interactivity of course content.

Evaluate and refine AI outputs to ensure accessibility and usability standards are upheld.

Troubleshoot common implementation challenges when integrating AI-generated HTML into the Blackboard (Ultra) environment.

Incorporate AI workflows into instructional design or teaching practice to enhance student engagement and learning.

How can we design assignments that honor student diversity and maintain academic rigor in both digital and face-to-face learning environments? This presentation demonstrates how combining strategic scaffolding with Universal Design for Learning (UDL)—an educational framework that provides multiple ways for students to engage, learn, and demonstrate knowledge—creates inclusive classrooms where every student can succeed regardless of delivery format. Through a detailed case study of a semester-long final project that offers students 33+ research topics and 11+ delivery modes (from traditional presentations to podcasts, websites, virtual reality experiences, and digital storytelling), attendees will explore practical strategies for building belonging and accessibility across digital and face-to-face teaching contexts. The session will showcase how milestone-based assignments (topic selection, library research training, mind mapping, drafting, and presentation practice using Microsoft Speaker Progress) support diverse learning needs while building student confidence and research skills in any learning environment. Participants will learn to design scaffolded learning experiences that differentiate for various learning styles, implement student choice frameworks that increase engagement and ownership, create assessment rubrics that value multiple forms of intelligence, and integrate digital tools that enhance accessibility and learning rather than create barriers for students in both online and in-person settings. Attendees will leave with a replicable scaffolding template, sample rubrics for multi-modal assessment, and concrete strategies for fostering student agency while maintaining academic standards—all adaptable across disciplines and flexible enough to work seamlessly in digital, face-to-face, or hybrid learning environments.

This presentation explores how digital educators can adapt teaching for today’s micro-attention environment. It begins by examining research on short-form content and its effects on cognition, particularly how fragmented focus influences working memory, retention, and learning habits. The session then connects these insights to course design and assessment, analyzing strategies for chunking material, reducing overload, and creating assignments that reward both quick engagement and deeper thinking.

A central theme is the role of feedback as an attention anchor. The presentation highlights evidence showing that timely, bite-sized feedback re-engages students, interrupts distraction, and builds momentum in online courses. Practical approaches are covered, including designing feedback to be immediate and confidence-building, layering peer and instructor comments, and integrating AI tools to provide scalable, just-in-time responses. By linking attention research with feedback practices, the presentation provides a framework for educators to design courses that sustain focus and strengthen learning outcomes.

In today’s academic landscape, your personal brand is your reputation, voice, and value that helps promote your school or program, as well as open doors for media interviews, grants, speaking opportunities, books, and more. This highly engaging keynote will guide you through actionable strategies, tactics, and tools to enhance your visibility and credibility.

Participants will explore a step-by-step framework for building their brand by completing a custom workbook that will guide them well beyond the keynote. This session will be highly engaging with micro exercises spread out throughout the session.