Médico Pediatra por la Universidad del Ejército y Fuerza Aérea, México. Realizó un Fellowship en Investigación Clínica, en el Instituto Tecnológico de Massachusetts, Cambridge, EUA. Obtuvo el grado de Maestro en Educación en Profesiones de la Salud, por la Universidad de Illinois en Chicago, EUA. Grado de Doctor en Ciencias de la Educación en Ciencias de la Salud con Mención Honorífica, Posgrado de la UNAM.

Profesor de Carrera Titular C de tiempo completo definitivo, División de Estudios de Posgrado de la Facultad de Medicina, UNAM. Investigador Permanente del Seminario de Educación Superior, Programa Universitario de Estudios sobre Educación Superior, UNAM. Profesor y Tutor de la Maestría en Educación en Ciencias de la Salud, Programa de Maestría y Doctorado en Ciencias Médicas, Odontológicas y de la Salud, Posgrado de la UNAM. Nivel II del Sistema Nacional de Investigadoras e Investigadores, CONAHCYT.

Académico Titular de la Academia Nacional de Medicina de México y de la Academia Mexicana de Pediatría. Editor de la revista “Investigación en Educación Médica” de la UNAM. Editor Asociado de “Advances in Health Sciences Education”, Springer. Miembro del National Board of Medical Examiners de EUA. Recibió el Premio al Educador Médico Internacional del Colegio Real de Médicos y Cirujanos de Canadá. Actualmente Coordinador de Evaluación, Innovación y Desarrollo Educativos (CEIDE) en la Universidad Nacional Autónoma de México.

In this talk, I will introduce our work in analysis and virtual design and 3D printing of vascular structures for pediatric cardiology. Motion compensation is a major issue in interventional cardiology. This is especially true during the treatment of pediatric congenital heart defects, where the patient’s smaller anatomy is complex, the heart rate is significantly higher, and the ECG signal is irregular. In addition, the amount of ionizing radiation must be minimized. Virtual imaging trials using simulation could help developing a whole new generation of techniques including full personalized cardiorespiratory motion prediction and 3D models for navigation guidance. Also, 3D printing might pave the road for validating virtual imaging trials.

Dragan Gašević is Distinguished Professor of Learning Analytics in the Faculty of Information Technology and the Director of the Centre for Learning Analytics (CoLAM) at Monash University. His research interests center around data analytic, AI, and design methods that can advance understanding of self-regulated and collaborative learning. Previously, he was a Professor and the Sir Tim O’Shea Chair in Learning Analytics and Informatics (Feb 2015–Feb 2018) in the Moray House School of Education and the School of Informatics and Co-Director of Centre for Research in Digital Education at the University of Edinburgh. He was the Canada Research Chair in Semantic and Learning Technologies and Professor in the School of Computing and Information Systems at Athabasca University (Jan 2007–Jan 2015). He is a founder and served as the President (2015–2017) of the Society for Learning Analytics Research (SoLAR), the world’s leading research and professional organization in learning analytics. He has held several honorary professorships and industry fellowships in Asia, Australia, Europe and North America. He served as a founding program chair of the International Conference on Learning Analytics & Knowledge (LAK) in 2011 and 2012, the general chair in 2016, a founding program co-chair of the Learning Analytics Summer Institute (LASI) in 2013 and 2014, and a founding editor of the Journal of Learning Analytics (2012–2017) and Computers & Education: Artificial Intelligence (2020–present). In 2019–2023, he was recognized as the national field leader in educational technology in The Australian – the only Australian daily newspaper distributed nationally. He led the EU-funded SHEILA project that received the Best Research Project of the Year Award (2019) from the Association for Learning Technology. In 2022, he received the Lifetime Member Award, the highest distinction of the Society for Learning Analytics Research (SoLAR) and named a Distinguished Member of the Association for Computing Machinery (ACM), the world’s largest computing society.

The increasing prominence of generative artificial intelligence (AI) has ignited debates among many stakeholders in education. These debates have ranged from those who have emphasized existential threats to common education practices to those who have offered enlightening examples of enhancing learning and teaching experiences with generative AI. Exploring this multifaceted landscape, the talk will assess both the potential advantages and drawbacks of integrating generative AI into education. The talk will first give an overview of the promising opportunities to enhance learning and teaching practices. The talk will then delve into the nuanced concerns surrounding the use of generative AI in education. The talk will finally outline an agenda for future research on generative AI in education. Drawing upon a diverse set of research studies, the talk will advocate for a broadened understanding of education within the context of generative AI and underscore the imperative for leaders proactively lead the transformation for the age of AI.

Dr. Deniz Iren is a scientist, educator, entrepreneur, and software manager with 22 years of experience bridging industry and academia. Currently a tenured Associate Professor at Open Universiteit, his research focuses on human-AI alignment, examining the convergence of cutting-edge computer science technologies and ethics. His academic interests span AI in education, human-computer interaction, and AI ethics, and he is a founding member of the Special Interest Group on AI for Education (AI4Ed) under the European Association of Technology-Enhanced Learning (EATEL). Recognized for his contributions to educational innovation with the Comenius Teaching Fellowship in 2023 and the Education Product of the Year Award in 2024, he teaches machine learning and data science courses across both undergraduate and postgraduate programs. Outside of his professional endeavors, he is a competitive adventure race athlete and ultramarathon runner.

Artificial Intelligence (AI) is rapidly reshaping education by creating personalized, scalable, and secure learning experiences that empower both teachers and students. In this talk, I will address how the Augmented Reality Tutor (ART) and Sense-the-Classroom projects exemplify AI’s potential to enhance traditional teaching and enhance online learning environments.

Augmented Reality Tutor (ART): ART is an AI-powered tutoring system that addresses today’s educational challenges by delivering scalable, high-quality, and personalized learning experiences. Integrating a virtual avatar with state-of-the-art large language models, ART uses innovative Retrieval-Augmented Generation and agentic workflows to provide accurate, traceable, and explainable tutoring. It’s designed with privacy, GDPR- and AI Act-compliance, and natural speech interaction in mind, allowing teachers to customize and extend its capabilities through a dedicated interface.

Sense-the-Classroom: This multidisciplinary project focuses on the challenges of synchronous online education. Utilizing computer vision and information systems, Sense-the-Classroom detects key “learning-centered affected states” such as confusion, engagement, boredom, frustration, and curiosity, through ethical analysis of non-verbal cues like facial expressions and gestures. The project’s participatory design with educators ensures that real-time feedback is both actionable and aligned with teaching needs, paving the way for enhanced online learning experiences.

El Dr. Roberto Martínez-Maldonado es Associate Professor (Profesor Asociado) en Analíticas del Aprendizaje en la Facultad de Tecnología de la Información en la Universidad Monash en Melbourne, Australia. Su trabajo impulsa la comprensión de los aspectos sociotécnicos relacionados con el uso de inteligencia artificial (IA) en la educación, promoviendo metodologías centradas en las personas para crear interfaces de analíticas del aprendizaje con integridad. El Dr. Martínez-Maldonado explora entornos de aprendizaje auténticos mediante tecnologías multimodales y sistemas computacionales intensivos en datos, para evaluar actividades dinámicas como el trabajo en equipo en escenarios clínicos y de emergencia. Actualmente lidera un proyecto financiado por el Consejo Australiano de Investigación (Australian Research Council) que busca preparar a docentes para la era de la inteligencia artificial. Ha sido presidente del comité de programa de conferencias internacionales como la International Conference on Learning Analytics and Knowledge y la International Conference on Artificial Intelligence in Education. Además, participa regularmente como Associate Chair en el subcomité de Aprendizaje y Educación de la conferencia SIGCHI sobre Factores Humanos en Sistemas Computacionales, y es editor asociado de la revista International Journal of Artificial Intelligence in Education.

En un mundo mediado por datos y algoritmos, desarrollar alfabetización (literacy) en visualización de datos y en inteligencia artificial (IA) es clave para que docentes y estudiantes puedan tomar decisiones informadas. Aunque las Analíticas del Aprendizaje (Learning Analytics en inglés) han avanzado en generar modelos y visualizaciones de datos útiles, estas herramientas suelen ser poco accesibles para quienes no dominan estos “lenguajes técnicos”. En esta charla presentaré nuestro trabajo reciente en narrativa de datos aplicada a entornos educativos colaborativos, una estrategia centrada en las personas que combina visualizaciones, narrativas y herramientas interactivas para facilitar la comprensión y promover la reflexión. Exploramos formatos como cómics de datos, dashboards narrativos y agentes de IA conversacionales, diseñados para fomentar la interpretación crítica y el pensamiento metacognitivo. Discutiré también cómo los distintos niveles de alfabetización en visualización y en IA afectan la capacidad de los usuarios para extraer valor de los datos, y cómo la narrativa y el diseño pueden acortar esta brecha. Nuestro objetivo es avanzar hacia una cultura de pensamiento informado por datos, donde la reflexión, el juicio ético y el sentido crítico sean protagonistas.