In this session, participants will engage in a short interactive Padlet timeline of women's role in shaping and redefining artificial intelligence (AI) and instructional design (ID). Through a Kahoot! format, we will debunk AI and ID myths and present a framework for effectively bridging the tools with the practice.

While education leaders and educators are shoved into the realm of artificial intelligence (AI), instructional designers continue to occupy center stage in revisioning, redefining, and redesigning the future of teaching and learning with AI. Instructional designers are called upon to make predictions and lay effective foundations for students and teachers across disciplines, modalities, and institutions. From technological to pedagogical expertise, instructional designers are the bridge between the old and the new, the faculty and the student, the curriculum and the learning, the modality and the outcomes. Even though traditionally the field of instructional design and innovative technologies has been dominated by males, there is a shifting demographic. This discovery session will uncover how women have been joining the work and reshaping the conversation. It is important to note that this is not a feminist look at IDT and AI, but rather, a fuller, deeper, more accurate retelling of the changes in instructional design and the voices that contributed to those changes. Women have introduced innovative methodologies and approaches to instructional design that prioritize learner agency and engagement. Catherine Twomey Fosnot's work in mathematics education introduced constructivist teaching methods that empower students to actively construct their understanding of mathematical concepts. Fosnot's inquiry-based approach fosters critical thinking and problem-solving skills, aligning with contemporary instructional design principles that emphasize active learning and inquiry-based pedagogy. Cathy Davidson, co-founder of HASTAC (Humanities, Arts, Science, and Technology Alliance and Collaboratory), has championed the use of digital media and collaborative technologies to transform teaching and learning in higher education. Davidson's work emphasizes the importance of participatory pedagogy and open, networked learning environments in preparing students for the challenges of the digital age. Similarly, Karen Swan's research focuses on the effective integration of online technologies in education, exploring ways to optimize digital learning environments for diverse student populations. Swan's work highlights the potential of technology to enhance student engagement, facilitate personalized learning experiences, and support inclusive educational practices. Additionally, Gloria Ladson-Billings, a renowned scholar in culturally relevant pedagogy, has emphasized the importance of culturally responsive teaching approaches that affirm students' cultural identities and backgrounds. Ladson-Billings' work challenges educators to critically examine their own biases and assumptions and to create inclusive learning environments that validate students' lived experiences. Others, like Fei-Fei Li, are focusing on the connection between deep learning and machine learning. Li has been a vocal advocate for ethical AI development and responsible usage. In the realm of education, Li's research explores how AI can be leveraged to enhance teaching and learning experiences, improve educational outcomes, and address equity gaps in education. She has been instrumental in advancing AI-driven personalized learning systems, intelligent tutoring systems, and educational data mining techniques. As we present these women and their contributions to IDT and AI, we will simultaneously address the shifting definitions, expectations, and expanding role of the instructional designer, as well as future directions. Participants will "discover" that there is a direct correlation and clear explanation of the trends in instructional design, such as the prioritization, personalization, and centralization of the learner, with the prevalence of certain powerful women in the ID field. Presenters will also share their own ID journeys and challenges with AI in education. Through a gamified experience, the discovery session will record insights for building programs that effectively prepare the next generation of instructional designers (across gender roles) and foster innovative AI-responsible experiences. Overall, the discovery session will demonstrate how women are bridging the gap between AI research and educational practice thereby shaping a more informed and responsible dialogue on the role of AI in education and its implications for learners, educators, and society as a whole.