Event Information
Virtual SessionSession Flow / Interactivity Plan (60 minutes):
Time: 0–10 min
Activity: Opening & Framing
Description & Participant Role:
Brief introduction to Tony Frontier’s guiding principles and ISTE standards; participants identify one current challenge or question about their teaching purpose.
Time: 10–20 min
Activity: AI Co-Reflection Warm-up
Description & Participant Role: Participants interact with AILAP on their devices to complete a quick “Purpose Snapshot” activity.
Time: 20–35 min
Activity: Ikigai Discovery
Description & Participant Role: Guided reflection using the Ikigai for Educators digital tool; peer discussion on intersections of joy, skill, and societal contribution.
Time: 35–50 min
Activity: Purpose Action Plan Creation
Description & Participant Role: Participants co-create a digital or handwritten plan outlining actions aligned with their clarified “why.”
Time: 50–60 min
Activity: Collective Reflection & Exit Ticket
Description & Participant Role: Group sharing via digital padlet or exit survey; discussion of transparency, autonomy, and ethical use of AI.
By the end of this session, participants will be able to:
1. Clarify their professional purpose by engaging in AI-assisted reflective dialogue using the Ikigai and AILAP frameworks.
2. Integrate AI ethically and transparently into personal or institutional reflective practices aligned with academic integrity.
3. Develop a personalised Purpose Action Plan that connects teaching values with autonomy-supportive and prosocial goals in the age of AI.
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Chien, Y., Wu, T., Lai, C., & Huang, Y. (2022). Investigation of the Influence of Artificial Intelligence Markup Language-Based LINE ChatBot in Contextual English Learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.785752
Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner/Simon & Schuster.
Guven-Yalcin, G. (2021). The Learning Advisory Program Club Events and Well Being: Regular Clubbers' Reflections on Their Experiences. Studies in Self-Access Learning
Journal, 12(3), 212–230. https://doi.org/10.37237/120303.
Hapsari, I. P., & Wu, T. (2022). AI Chatbots Learning Model in English Speaking Skill: Alleviating Speaking Anxiety, Boosting Enjoyment, and Fostering Critical Thinking. In Lecture notes in computer science (pp. 444–453). https://doi.org/10.1007/978-3-031-15273-3_49
Liu, M., & Reinders, H. (202). Do AI chatbots impact motivation? Insights from a preliminary longitudinal study. System, 103544. https://doi.org/10.1016/j.system.2024.103544
Luckyardi, S., Karin, J., Rosmaladewi, R., Hufad, A., & Haristiani, N. (2024). Chatbots as Digital Language Tutors: Revolutionizing Education Through AI. Indonesian Journal of Science and Technology, 9(3), 885–908. https://doi.org/10.17509/ijost.v9i3.79514
Mayrene, F. H. E., Basantes, A. C., Martínez, M. F. C., Salas, F. P. P., & Jose, M. V. D. (2024). Emotional interaction and artificial intelligence in educational research. Journal of
Ecohumanism, 3(8). https://doi.org/10.62754/joe.v3i8.5131
Moran, A.P. (1996). The Psychology of Concentration in Sport Performers: A Cognitive Analysis (1st ed.). Psychology Press.
https://doi.org/10.4324/9781315784946
Moran, S. (2018). Purpose-in-action education: Introduction and implications. Journal of Moral Education, 47(2), 145-158.
No software or accounts are strictly required.
Optional: Participants may bring a laptop, tablet, or smartphone if they wish to explore AILAP, the AI-supported reflective companion, during the session.
No additional equipment or materials are necessary; the presenter can demonstrate all key activities.
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