David Guralnick envisions a new approach to education and workplace learning. His vision integrates progressive learning theory, advanced technology, and creative, entertaining storytelling to create learning experiences that help people learn to think critically, reflect, and make thoughtful decisions. David holds a Ph.D. from Northwestern University, where his work synthesized concepts from the fields of computer science and artificial intelligence, instructional design, and cognitive psychology. Over the past 30 years, he has designed and evaluated a variety of simulation-based training applications, performance support systems, online courses, mobile applications, and authoring tools for corporate, non-profit, and university audiences.

David holds a Ph.D. in computer science from Northwestern University, where his work synthesized concepts from the fields of computer science/artificial intelligence, instructional design, and cognitive psychology. Over the course of his thirty years in online learning, he has designed and developed simulation-based training applications, electronic performance-support systems, and specialized authoring tools which allow non-technical people, such as writers and trainers, to build e-learning sites.

Among David’s most notable achievements are the creation of the first learn-by-doing simulation for corporate training purposes and the first authoring tool for a non-technical audience that was specific to e-learning. He has been the recipient of over 200 e-learning design awards, and his work has been featured in Wired magazine, the Wall Street Journal, and Training magazine (as an Editor's Choice). He has been a regular speaker at both industry and academic events since 1991. He is also the author of the recent book How Organizations Can Make the Most of Online Learning.

David is the current President and CEO of Kaleidoscope Learning. He is also the current president of the International E-Learning Association; founder and chair of The Learning Ideas Conference; Editor-in-Chief of the International Journal on Advanced Corporate Learning; Chair of the International E-Learning Awards; and an Adjunct Professor at Columbia University.

Nafiza Akter has an Ed.D. in Adult Learning and Leadership from Teachers College Columbia University. Prior to joining Pfizer, she had over 13 years of experience working in online course design in Higher Education, working across academic disciplines on graduate/undergraduate courses, executive education, and non-degree programming. She served as the Associate Director of Instructional Design at Teachers College, Columbia University. In 2021, she joined Pfizer's Research & Development team as an Associate Director, Training Development Lead. Her work involves creating engaging e-learning designs with inclusion, innovation, and evidence-based practices in mind. She leads the efforts to manage instructional tools, as well as adoption of organizational initiatives such as adopting matrixed ways of working, AI adoption, and leveraging critical thinking in everyday practices.

Gerald Sastra is a designer who is currently a graduate student in Interior Architecture at the Rhode Island School of Design (RISD), where he concentrates in Exhibition and Narrative Environments. His work explores how emerging technologies, including AI, intersect with creativity, learning, and spatial storytelling, particularly within educational and cultural contexts.

With a foundation in Graphic Design from the University of Houston and professional experience in experience design, Gerald approaches AI not as a replacement for creative authorship, but as a tool that reshapes how designers think, iterate, and learn. His research and hands-on work investigate investigate how AI can support design thinking, expand modes of inquiry, and challenge traditional boundaries between making, teaching, and reflection.

Gerald has presented his work at national and international design forums. Through both academic and professional practice, he is interested in how designers can critically and ethically engage AI to enhance creativity while keeping human values, intuition, and cultural context at the center of the design process.

Miki Wei is a second-year graduate student at Teachers College, Columbia University, studying Developmental Psychology. Her research interests center on emotional development, perfectionism, and young adult well-being. As someone navigating learning across cultures and disciplines, she is particularly curious about how emerging technologies like AI might influence how students learn, stay motivated, and understand themselves in a rapidly changing world. She is excited to contribute a student voice to the conversation on AI, creativity, and education.