The Art & Science of Learning

Designing effective and enjoyable online and blended learning experiences requires some particular strategies. In this episode I am speaking to a leader in online and blended learning who works with school districts, state departments of education, colleges and universities and other educational organizations in the United States, to enable them to build successful online and blended programs for educators and students. Barbara Treacy is Adjunct Lecturer at the Harvard Graduate School of Education (HGSE) as well as for the HGSE Professional Education Programs. Throughout her career Barbara has led projects in online and blended learning across a wide spectrum of organizations and industries including currently serving as a co-chair of Digital Promise’s Education Leadership Institute, working with district leaders from across the country in an online Institute to their support planning and implementation of online, blended and hybrid learning during the COVID crisis and beyond. Barbara also served as a consultant to the Friday Institute for Educational Innovation to develop blended curriculum and capacity-building facilitator training for their national Leadership in Blended Learning Program, and is the former chair of the Massachusetts Department of Elementary and Secondary Education's Digital Learning Advisory Council and recently served as their consultant on virtual school accountability. Barbara is also the former director of EdTech Leaders Online, Education Development Center's award-winning capacity-building online learning program for educators which she led for 15 years, providing online courses, online instructor and course developer training, and implementation consulting for online programs for educators and students in more than 30 states. She also directed EDCs collaboration with e-Learning for Educators, a 10-state consortium funded by the U.S. Department of Education to establish statewide online professional development programs in each of the 10 states. She also served as co-chair of the iNACOL Online Course Standards committee and led the Technical subcommittee for iNACOL's Blended Teaching Competencies. Barbara Treacy: https://www.gse.harvard.edu/faculty/barbara-treacy Twitter: https://twitter.com/barbaratreacy Harvard Graduate School of Education – Professional Education https://www.gse.harvard.edu/ppe Book: Teaching in a Digital Age by Dr Tony Bates https://www.tonybates.ca/teaching-in-a-digital-age/

Governments are among the most complex organizations to transform in the digital age. Having large and diverse organizations, legacy systems, and established cultures, transformation can be particularly complex. Having effective learning opportunities is an essential component of this transformation as governments and their employees learn new ways of working and creating services for the public good. In this episode I’m joined by a leader in the Canadian Government who is leading the way in helping to improve digital literacy and skills across the Public Service. Chris Allison is the Director General at Canada School of Public Service (CSPS) where he has led the CSPS Digital Academy from the very start. The CSPS Digital Academy was established to help federal public servants gain the knowledge, skills and mindsets they need in the digital age. It supports Canada's initiative for an agile, inclusive and equipped workforce and advocates for a digital-first approach that aligns with Canada's Digital Standards. These ten digital standards form the foundation of the government's shift to becoming more agile, open and user-focused. Chris assembled a team of passionate public servants to form the CSPS Digital Academy, developing extremely popular learning experiences. I was fortunate to have worked with Chris at the CSPS Digital Academy and experience his leadership, insights and vision, which I am thrilled to have him share on this episode. Chris Allison: https://twitter.com/ToferC Canada School of Public Service Digital Academy: https://www.csps-efpc.gc.ca/digital-academy/index-eng.aspx Bus Rides – Bite sized learning about digital technology and government: https://www.busrides-trajetsenbus.ca/ CSPS Digital Academy twitter: https://twitter.com/DigiAcademyCAN

Every year new technologies emerge that have the potential, or claim to have the potential, to revolutionize mathematics education. Countries around the world focus on improving the way mathematics is taught in their schools, and technology often plays a big role in that. However, it is widely recognized that technology does not always have the impact it was hoped to have. The Organisation for Economic Co-operation and Development (OECD) has declared that “despite considerable investments in computers, Internet connections and software for education use, there is little solid evidence that greater computer use among students leads to better scores in mathematics and reading.” However, there are many very effective technologies, and ways of using them, that can greatly improve mathematics education. In this episode I am joined by an expert in mathematics education to discuss key ways that technology can help improve mathematics education in schools. Dr Naomi Norman is a creative, reflective and strategic consultant, researcher, reviewer and author who’s work spans research and practice in mathematics education. She works with some of the most prominent universities and educational companies around the world. Naomi obtained a doctorate in mathematics education at Oxford University, and has extensive consultancy, research and writing experience in the field. She has worked as a consultant on London 2012, BBC, Granada Media, Sesame Workshop, Pearson, Oxford University Press, Collins, and at the UK Government’s Department of Education, just to name a few. Naomi also held posts as Director of Learning at Epic (now Leo Learning) - one of the UK's leading e-learning companies. In academia she has undertaken research contracts for Oxford University, Imperial College London, and Pearson.

A powerful source of learning and culture in any organization can come from having a well structured and supported learning community. It may be difficult in busy workplaces to prioritize creating and supporting learning communities, but the benefits of doing so are neuromas and can be the glue that holds everything together. To discuss the impact of thriving learning communities and how they can be fostered, I’m joined by an internationally recognized education leader who has been creating learning communities for teachers in several different contexts and countries. Liz Free is CEO and Director of the International School Rheintal in Switzerland, an IB World School. Prior to this role, Liz was the Founding Director of the International Leadership Academy at the Netherlands, and Head of Professional Development at Oxford University Press. She is also global board member for the TES Institute and a strategic lead for WomenEd, an organization connecting women leaders in global education. Liz is also an author, of the recently published ‘International Perspectives’ chapter of the Amazon number one bestseller ‘10% Braver: Inspiring Women to Lead Education’ book, a columnist with TES International and she writes for publications such as Schools Week, International Schools Magazine and Independent Schools Magazine. Liz Free: https://lizfree.com/ Twitter: https://twitter.com/LizAMFree International School Rheintal: https://www.isr.ch/ WomenEd: https://www.womened.org/ Twitter: https://twitter.com/WomenEd Books: 10% Braver Inspiring Women to Lead Education Being 10% Braver https://www.womened.org/the-book

Teaching online requires different strategies and skills than those used in classroom teaching. There are great opportunities in online teaching, but there are also many challenges. To discuss the best practices for making online teaching a success, I am joined by Dr Sarah Krongard, Associate Director, Program Development within the Professional Education division of the Harvard Graduate School of Education. Sarah designs and produces professional development experiences for educators, particularly focused on using media and technology to facilitate effective teaching and learning. Sarah is a media education specialist with a doctorate from Boston University, where her research focused on the social, emotional, and cognitive implications of media engagement. She has been a teaching fellow and researcher at Harvard and Boston University, as well as an instructional designer at Lesley University. Sarah is passionate about harnessing the informal and formal learning potential of emerging technologies. Twitter: https://twitter.com/sarahkrongard Harvard Graduate School of Education – Professional Education https://www.gse.harvard.edu/ppe

Behind technologies that effectively solve real problems, there is a methodical design process. From identifying and defining a problem to creating a solution, the process is critical for good design. To discuss the process involved in developing effective technologies, I am joined by the founder of a successful medical technology start-up that is having significant impact on people with chronic respiratory conditions. Mikesh Udani is Co-founder and CEO of Albus Health, a medical technology spinout company from the University of Oxford that develops intelligent remote monitoring systems. Their first product is an award-winning device that remotely monitors respiratory symptoms without anyone having to do or wear anything.Within three years of starting, they have won several innovation awards, including the AI in Health and Care award by the UK government which was announced by the Secretary of the State for Health and Care. They also raised nearly £3 million in funding and commercialised their first product through a contract to supply one of the world’s largest pharmaceutical companies. Mikesh, who studied mathematics and computer science, started his career in finance at Deutsche Bank. Prior to starting Albus Health, he completed a masters of computer science degree at Oxford University and was an Oxford Biodesign Fellow. Albus Health: https://www.albushealth.com/ Twitter: https://twitter.com/AlbusHealth

As lifelong learning is becoming an essential component of any successful business, how is business education changing to support that? The two-year MBA (Masters of Business Administration) has been the foundation for many business leaders, but this may be changing. Harvard and Columbia’s business schools are starting to add certificates to their programs. Online learning is also paving the way for a different learning experience. Six years ago, Harvard launched the extremely successful Harvard Business School Online, which offers certificates instead of degrees in a fully online learning environment. These changes may transform business education for the years ahead. To discuss the future of leadership and business education, I am joined by the person leading this transformation. Patrick Mullane is the Executive Director of Harvard Business School Online, where he is responsible for managing growth, expansion in global markets, and long-term success. Harvard Business School Online delivers rigorous and immersive courses that enable professionals at every level to advance their careers, positively impact their organizations, and appreciate business in powerful new ways. Patrick is also the author of The Father, Son, and Holy Shuttle: Growing Up an Astronaut’s Kid in the Glorious 80s a humorous memoir of his life growing up as the son of an astronaut. Patrick Mullane: https://www.hbs.edu/about/leadership/Pages/leadership-profile.aspx?profileId=30 Twitter: https://twitter.com/mullaneHBS Book: The Father, Son, and Holy Shuttle: Growing Up an Astronaut’s Kid in the Glorious 80s https://www.amazon.ca/Father-Son-Holy-Shuttle-Astronauts-ebook/dp/B087B8F7LH Harvard Business School Online: https://online.hbs.edu/

There is a commonality among high-quality learning programs, regardless of the medium, type of learning, or audience. Whether it be workplace training, online learning, school curriculum, or children’s educational television, to have an effective and enjoyable learning experience it is critical to develop it on a strong foundation of quality education research and beautiful design. In this episode we will discuss the interplay of research and design in creating quality learning programs. Sesame Street, the children’s television program developed by media and education nonprofit Sesame Workshop, is a shining example of the power of quality research and design in educational programs. For over 50 years Sesame Street has brought critical early childhood education to over 150 countries, helping to prepare children for their first year in school as well as addressing critical social issues such as HIV, homelessness, death, and autism. Most viewers of the show possibly aren’t aware that every aspect of Sesame Street is backed and supported by years of research driven by a longstanding partnership with the Harvard Graduate School of Education. To discuss how research and design work together to create such a successful educational program, I am joined by leaders from each of those domains at Sesame Workshop. Shanna Kohn is the Senior Education Manager of Humanitarian Programs at Sesame Workshop. She leads educational content development for Ahlan Simsim, a localized version of Sesame Street in the Middle East and manages the design of multimedia teaching and learning materials for Sesame Workshop’s humanitarian programs. Dr Kim Foulds is the Senior Director of International Research & Evaluation at Sesame Workshop. She oversees research and evaluation on Sesame Workshop’s international co-productions and community engagement interventions across the globe focused on a variety of curricular areas and media. Shanna Kohn: https://www.sesameworkshop.org/who-we-are/our-leadership/shanna-kohn Kim Foulds: https://www.linkedin.com/in/kimfoulds/ Article: Using Mass Media to Address the Socio-Emotional Needs of Children Affected by Conflict: Sesame Street in the Syrian Response Region https://www.naeyc.org/resources/pubs/yc/mar2020/creating-sesame-street-syrian-response Books: The Sesame Effect: The Global Impact of the Longest Street in the World https://www.routledge.com/The-Sesame-Effect-The-Global-Impact-of-the-Longest-Street-in-the-World/Cole-Lee/p/book/9781138806917 “G” is for growing: Thirty years of research on children and Sesame Street https://www.amazon.ca/Growing-Thirty-Research-Children-Sesame/dp/0805833951

A student’s success in school is determined by a wide spectrum of factors, including family life, relationships, mental health, and school policy. Since the pandemic, there has been a concerning drop in student attainment around the world. Even more concerning is the rising numbers of students being excluded from secondary schools. This exclusion is driven by the school’s reaction to poor behaviour often guided by the assumption that punishment will change behaviour. To help us better understand the cause and impact of school exclusion, as well as strategies to keep students in school, I am joined by an Oxford University professor who has been researching this issue for several years. Prof Ian Thompson is Associate Professor of English Education at Oxford University’s Department of Education and Director of the PGCE course. He is joint convenor of the Oxford Centre for Sociocultural and Activity Theory Research (OSAT) and a Fellow of St. Hugh’s College. He is also a member of Oxford University’s English Faculty. Ian is currently co-PI on the £2.55 million ESRC funded project Excluded Lives: The Political Economies of School Exclusion and their Consequences. Thank you Ian for joining me today. Prof Ian Thompson: http://www.education.ox.ac.uk/people/ian-thompson/ Twitter: https://twitter.com/IanThompsonEd Excluded Lives: The Political Economies of School Exclusion and their Consequences: http://www.education.ox.ac.uk/research/excluded-lives/ Book: Poverty in Education Across the UK: A Comparative Analysis of Policy and Place https://policy.bristoluniversitypress.co.uk/poverty-in-education-across-the-uk Articles: After Warnock: The Effects of Perverse Incentives in Policies in England for Students With Special Educational Need https://www.frontiersin.org/articles/10.3389/feduc.2019.00036/full Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience https://www.tandfonline.com/doi/full/10.1080/13632752.2019.1628340

The Shad Canada summer program is a very special and unique learning experience. Talented high school students interested in STEAM (Science, Technology, Engineering, Art and Math) and entrepreneurship go through a rigorous selection process to spend a summer at one of Canada’s 20 participating universities. Throughout the summer the students spend time with professors at that university, learning topics and working on projects that are at a university level. Following their month-long university experience, the students spend a month working at the company that sponsored them, gaining valuable work experience in their field. But the experience is so much more than valuable academic and work experience. Many students form life long friendships, have life changing mentorships from the professors and professionals they work with, and the experience has a significant impact on their future career trajectory. I was lucky enough to attend Shad when I was in grade 11 and I worked for a medical tech company where the head of R&D took me under her wing for the summer. The experience had a very significant impact on the start of my career and my confidence. The Shad learning experience is truly unique and deeply impactful. I’m thrilled to be joined by the President of Shad Canada to discuss what makes this learning experience so special. Tim Jackson is the President and CEO of Shad Canada. Tim has an extensive background as an entrepreneur, business and not-for-profit leader. He has served as CEO of the Accelerator Centre, an incubator for technology startups, Vice President at the University of Waterloo and Executive Vice-President at the MaRS Discovery District, one of the world’s largest urban innovation hubs. He co-founded Tech Capital Partners, an early-stage venture capital firm, and served as CFO and CEO at Waterloo-based technology firm, PixStream (sold to Cisco Systems). Tim has also chaired several boards boards and has co-founded two charitable organizations. Tim Jackson: https://www.shad.ca/national-team/tim-jackson/ Shad Canada: https://www.shad.ca/

What does it take for a young Canadian from Winnipeg to build a successful tech start-up in his home town? Chris Schmidt is the 27-year-old co-founder and CEO of Pluto Ventures, a successful tech company that uses artificial intelligence to revolutionize the way industries understand and account for the physical dimensions of their consumers. Chris founded his first company, a tree banding business, at the age of ten and he still runs it today along with his other ventures. His biggest company is Every Studio, a design agency with its main product being the very popular Snapchat geofilters – custom graphics, or filters, specific to certain locations that users can swipe onto their photos in the app. His clients include international brands such as McDonalsd’s, Starbucks, Coca-Cola and Macy’s, as well as individuals such as brides who want personalized filters for their wedding. While Chris was building these companies, he also completed a Bachelor of Science degree at the University of Manitoba. With all his success, he did not choose to move to Silicon Valley, rather he is growing his businesses in his home-town of Winnipeg, Canada. In this episode we will discuss Chris’ journey in building successful businesses at such a young age, what he learned along the way, and how to foster entrepreneurial skills in young people. Twitter: https://twitter.com/_ChrisSchmidt Instagram : https://www.instagram.com/_chrisschmidt/ Pluto Ventures: https://www.pluto.ventures/

Community college is often not the path suggested to students who are seen as being successful in school. But why is this the case? Can that be a lost opportunity? In education it is clear that there is no one-size-fits-all, there are different strategies and approaches needed for different students. Not understanding this causes a lot of challenges and also lost talent and opportunity. To discuss the reasons for a community college education and the important role it plays in lifelong learning and training, I am joined by a leader in post-secondary education. Don Bureaux is the President of Nova Scotia Community College, in Halifax, Canada. Don worked with adult learners within colleges and universities, as well as with national and international professional designation-granting bodies for more than two decades. His work over the years has allowed him to collaborate with educational institutions in North America, Europe and Asia to promote the concept of entrepreneurial cultures as a foundation for learning-centered environments and student success. Don works to develop success-based models for both students and staff within post-secondary institutions. Don Bureaux, President of Nova Scotia Community College: https://www.nscc.ca/about_nscc/president/index.asp Twitter: https://twitter.com/nsccprez Nova Scotia Community College: https://www.nscc.ca/default.aspx Facebook: facebook.com/novascotiacommunitycollege Instagram: Instagram.com/novascotiacommunitycollege Twitter: https://twitter.com/NSCCNews

The future of work is defined by continuous learning. But how can workplace learning be an effective and enjoyable experience that enriches the organization and the individual? As technology continues to offer new ways of connecting and learning, it is more important than ever to use technology in a human-centered way, creating learning experiences that meet the learning and performance goals of the audience. My guest is a leader in the field of computer-based and online learning for over thirty years, immersed in both the research and practice of workplace learning. Dr David Guralnick is a Columbia University adjunct professor and a consultant specialized in the use of technology to improve job performance. He is founder and CEO of Kaleidoscope Learning, the current president of the International E-Learning Association, and the founder and chair of The Learning Ideas Conference. David has been credited with the creation of the first corporate training learning-by-doing simulation, the first e-learning-specific authoring tool, and the award-winning Watch, Rate, and Compare e-learning approach. David has won over 200 awards in the e-learning industry, and his unique approach to his consulting and project work have saved over $2 billion, due to improved employee performance, for Fortune 500 and multinational clients such as Target, IBM, GE, Time Warner, and many others. David focuses is deep knowledge of the industry to reimagine learning in higher education and the workplace. Dr David Guralnick: http://www.davidguralnick.com/ Twitter: https://twitter.com/dguralnick_IELA Kaleidoscope Learning: https://www.kaleidolearning.com/index.html The Learning Ideas Conference: https://www.learningideasconf.org/ International E-Learning Association: https://www.ielassoc.org/index.html

An amazing teacher has the power to change children’s lives and open doors to a brighter future. With knowledge, empathy and creativity a teacher can design the type of learning that brings the best out of their students. Stephen Haff is one such teacher who went beyond the classroom to creating a magical sanctuary for learning. Stephen founded Still Waters in a Storm, a one-room school in Brooklyn, New York, in 2008. Stephen’s approach to teaching and learning at Still Water incorporates his experiences as a teacher, his passion for language and theater, as well as what he learned in his personal journey to overcome depression. The school is for children aged 6 to 17 and many are children of undocumented Mexican and Ecuadorean refugees. The curriculum revolves around reading classic novels, such as Milton’s Paradise Lost, and translating it into present-day vernacular. The students learn to translate Latin, read complex texts, create a play, build empathy and confidence, and so much more. Stephen also invites many famous authors – among them Salman Rushdie, Valeria Luiselli, George F. Walker, Mary Gaitskill, and Michael Ondaatje – who visit the school to read their own work and help the students with their own writing projects. This unique school, where the only rule is, “everyone listens to everyone” is an example of teaching to the whole child. Stephen beautifully tells the story of what the experience of attending Still Waters is like, as well as how he came to create the school, in his new book, Kid Quixotes: A group of students, their teacher, and the one-room school where everything is possible. Still Waters in a Storm: http://www.stillwatersinastorm.org/ Book: Kid Quixotes: A group of students, their teacher, and the one-room school where everything is possible. https://www.amazon.ca/Kid-Quixotes-Students-One-Room-Everything-ebook/dp/B07NVN28V7/ref=sr_1_1?dchild=1&keywords=Kid+Quixotes&qid=1606907561&sr=8-1

Robotics clubs have become a popular way of teaching young people how to program and also a fun way to inspire students into STEM subjects. However, it is not always easy to attract diverse students to robotics and ensure that it is a good learning experience for everyone. In this episode we discuss one inspiring teachers’ experiences and tips to building a successful robotics club. Marc Aristotle de Asis is a teacher in Vancouver Canada and earlier this year his robotics club came in first place at the provincial robotics competition, qualifying for the world championships. Marc is a teacher who goes above and beyond to not only teach his students, but also to inspire them to push their limits and reach for the stars. Marc is currently working on his doctorate at the University of British Columbia, specializing in education leadership and policy. Having started in engineering, Marc went on obtain an MPhil in math education from Cambridge University and has worked as a math, physics, robotics and religion teacher at several school in British Columbia, Canada. Robotics Club Resources: FIRST https://www.firstinspires.org/ FIRST British Columbia https://firstroboticsbc.org/ FTC: Share and Learn (Great group for supporting coaches & mentors.) https://www.facebook.com/groups/FTCShareAndLearn

In an increasingly fast paced world, the ability to learn effectively is the most important skill. Throughout a person’s life they are expected to have several careers, some of which may be unimaginable when they were going to school. Lifelong learning is an essential part of the modern world. But what does lifelong learning really look like? Mostly people take courses or spend time learning a new skill when they need it, either for their current job or to train for the job they want. In this episode we will discuss why this model needs to change and how we all need to think about lifelong learning as constant capacity building. What does this mean for the individual, educational institutions and workplace learning? My guest today is a leading expert in developing new types of educational systems to meet the opportunities and challenges of the 21st century. Prof Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His research spans emerging technologies for learning, infusing technology into large-scale educational improvement initiatives, developing policies that support educational transformation, and providing leadership in educational innovation. Chris has received many awards for his contribution to the field. To just name a few, in 2017 he was named as one of the top 25 edtech innovators of the past 25 years by the Consortium for School Networking, and in the same year he received the Outstanding Contributions to Research in Immersive Learning Award by the American Educational Research Association. In 2011 he was named a Fellow of the American Educational Research Association. Chris was also recognized by Harvard University as an outstanding teacher, something I was lucky to experience first hand during my master’s degree. Chris shares his wealth of knowledge with his students not only in his very popular classes but also as a mentor. Having Chris as my supervisor during my masters, and working on one of his research projects, paved the way towards my doctoral studies. I’m very happy to be speaking with Chris in this episode about the ideas from his most recent book The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy. Prof. Chris Dede: https://www.gse.harvard.edu/faculty/christopher-dede Book: The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy https://www.amazon.com/60-Year-Curriculum-Christopher-Dede/dp/0367821273/ref=sr_1_1?crid=DZ1OXS45ZE9X&dchild=1&keywords=the+60+year+curriculum&qid=1603032011&sprefix=the+60+year+c%2Caps%2C173&sr=8-1 Blogposts: Dede, C. (2020). Advising your children about learning in the era of the new abnormal. (Blog) https://silverliningforlearning.org/advising-your-children-about-learning-in-the-era-of-new-abnormal/ Dede, C., & Richards, J. (2020). Preparing students for a lifelong disruptive future: The 60 Year Curriculum. Evolllution May 19, 2020 https://evolllution.com/revenue-streams/extending_lifelong_learning/preparing-students-for-a-lifelong-disruptive-future-the-60-year-curriculum/. Dede, C. (2020). Remote learning and stone soup. (Blog). https://learningpolicyinstitute.org/blog/remote-learning-and-stone-soup Dede, C. (2020). Necessity is the father of transformation. (Blog). https://silverliningforlearning.org/necessity-is-the-father-of-transformation/ Silver Lining for Learning: https://silverliningforlearning.org/

The role of technology in formal educational institutions has been gradually changing over the decades, with a lot of debate on the impact and the way technology should shape teaching and learning in the future. The 2020 pandemic suddenly changed everything. Around the world, from one day to the next, with no preparation or training, millions of educators and students switched to fully online learning, integrating several technologies into the school experience. Although emergency online learning is not an ideal that anyone should aspire to, the same way no one would recommend teaching someone to swim by throwing them in the turbulent ocean, but there are many valuable insights to be gained. This is one of two episodes in which we dig deeper into one school and one university’s experience of emergency online learning, how they managed the challenges, and what they learned along the way. Dr David Hornsby is a Professor of International Affairs and the Associate Vice-President of Teaching and Learning at Carleton University in Ottawa, Canada. David has lived and worked in South Africa and the UK and is an honorary professor at Wits University in Johannesburg and University College London. David holds a PhD from the University of Cambridge and has published widely spanning the social and biological sciences. He is a recognized scholar having been the recipient of teaching and research awards and is currently the Vice-President of the International Studies Association. Dr David Hornsby: https://carleton.ca/npsia/people/david-j-hornsby/ Twitter: https://twitter.com/DavidJHornsby Towards a Pandemic Pedagogy: power and politics in learning and teaching https://www.researchgate.net/publication/341113230_Towards_a_Pandemic_Pedagogy_power_and_politics_in_learning_and_teaching Guest recommendation: Teaching to Transgress https://www.amazon.ca/Teaching-Transgress-Bell-Hooks/dp/0415908078

The role of technology in formal educational institutions has been gradually changing over the decades, with a lot of debate on the impact and the way technology should shape teaching and learning in the future. The 2020 pandemic suddenly changed everything. Around the world, from one day to the next, with no preparation or training, millions of educators and students switched to fully online learning, integrating several technologies into the school experience. Although emergency online learning is not an ideal that anyone should aspire to, the same way no one would recommend teaching someone to swim by throwing them in the turbulent ocean, but there are many valuable insights to be gained. This is one of two episodes in which we dig deeper into one school and one university’s experience of emergency online learning, how they managed the challenges, and what they learned along the way. Elmwood School is an independent K-12 day school for girls in Ottawa, Canada. Elmwood is accredited at all three levels of the International Bachelorette Programme and 100% of the graduates are accepted to leading universities around the world. In terms of technology, Elmwood is at the forefront of integrating the latest educational technologies into their teaching and learning. James Whitehouse is the head of Elmwood School and also teaches grade 12 IB history. Previously, James was Deputy Head of the Middle and Senior School for seven years at Elmwood. Before coming to Canada, James was Assistant Head at Seven Kings High School in Redbridge, London, UK. James Whitehouse: https://www.elmwood.ca/about/leadership Elmwood School: https://www.elmwood.ca/ Book: Grasp: The Science of Transforming How We Learn https://www.amazon.com/Grasp-Science-Transforming-How-Learn/dp/0385541821

With many children spending more than 40 hours every week in front of “screens”, what is the impact of growing up immersed in this media world? Educational media is a growing industry, but there is no regulation for what can be labeled as educational. How can parents and educators identify quality educational material? To discuss the research and practical insights on what good educational media and technologies entail, I am joined by a leading expert in children’s media. Harvard Graduate School of Education (HGSE) Senior Lecturer, Joe Blatt is Faculty Director of the Technology, Innovation, and Education program. He has received HGSE’s highest faculty honor, the Morningstar Award for Teaching Excellence. As Joe was one of my professors during my master’s degree, I know first hand what an inspiring teacher he is, and his courses are extremely popular among students every year. Joe’s research and teaching focus on the effects of media content and technology on human development, learning, civic behavior, and informal learning. Joe has created television series and interactive media for many types of informal learning environments. He was the executive producer of Scientific American Frontiers, and made documentaries for NOVA, and close to 100 other programs for public broadcasting. He also advises major media and technology companies, including Sesame Workshop, the Chan-Zuckerberg Initiative, and Google. Joe Blatt: https://www.gse.harvard.edu/faculty/joseph-blatt Resources Discussed: Common Sense Media: https://www.commonsensemedia.org/ Tap, Click, Read: http://www.tapclickread.org/

Computer science skills are in high demand and teaching children from a young age has become a priority for many countries. As computer science is becoming a part of the core curriculum, and equipping more children with computer science skills a priority, there are several challenges that emerge with respect to equity and participation. Dr. Laura Larke is a postdoctoral associate and teaching fellow at the MIT Teaching Systems Lab, affiliate of Harvard University’s Berkman Klein Center for Internet and Society, and associate editor at Policy & Internet. Laura is a qualitative researcher and social theorist interested in equity and power in K-12 computer science education. She was previously a postdoctoral researcher at the Oxford Internet Institute and completed her PhD and MSc in the University of Oxford’s Learning & New Technologies Research Group. Currently Laura is working on two National Science Foundation-funded projects at MIT, both focused on broadening participation and success in K-12 computer science education and she is also co-teaching the Learning, Media, and Technology Seminar at MIT. Dr Laura Larke: https://tsl.mit.edu/team/laura-larke/ Twitter: @DrLarke Resources Discussed: Book: Ain’t No Makin’ It by Jay MacLeod https://www.amazon.com/Aint-Makin-Aspirations-Attainment-Neighborhood/dp/0813343585 MIT Teaching Systems Lab https://tsl.mit.edu/ MIT App Inventor https://appinventor.mit.edu/ Sctratch https://scratch.mit.edu/

Some of the most advanced learning technologies are used in training healthcare professionals. However, healthcare professionals working in rural areas of low- and middle-income countries often don’t have access to such resources. What does workplace learning look like for healthcare workers in some of the world’s most underserved communities? How can their learning experience be improved so they can provide the best healthcare possible? Professor Niall Winters is professor of education and technology at University of Oxford. His research examines the design, development and evaluation of technology enhanced learning programmes for healthcare workers in low resource setting in the Global South, particularly in Kenya. He is co-Director of the Learning and New Technologies Research Group at Oxford University’s Department of Education and formerly Deputy Director of Research and Director of MSc Education (Learning & Technology). Niall was involved in established the Global Centre on Healthcare and Urbanisation at Kellogg College at Oxford University and he has consulted for UNESCO, Department for International Development and the NHS. On a personal note, Niall was also one of my doctoral supervisors who taught and guided me through my PhD at Oxford. Links: Prof Niall Winters: http://www.education.ox.ac.uk/people/niall-winters/ Lecture: Technology in Global Healthcare Training https://www.youtube.com/watch?v=WbbSYKfbvMA Twitter: @nwin

The early years of a child’s life are a critical developmental period. The interactions a child has with adults in these early years can shape how they develop, perceive themselves, and also how they interact with others throughout their life. Understanding the research in the field of Child Development is an important part of developing the strategies and approaches that have the most beneficial impact on a child. In this episode we will discuss best practices informed by the latest research in how to connect with young children and provide quality feedback in what Dr Shimamura refers to as unconditional parenting. Dr Hanako Shimamura is a child development specialist with a PhD in Education from the University of Oxford. She has been involved in the field of Early Childhood Education, especially Montessori education for the past 15 years. Her first book “How to provide connecting feedback to children” was published on April 17 2020 and is ranked No 1 in the early childhood education category on Amazon Japan. Hana’s expertise and empathetic approach to learning has had great impact among parents. Her online seminars helping parents understand how to connect with their young children in a more effective manner, has been incredibly popular. Hana is currently a full-time faculty member in an Early Childhood Education program at Lethbridge College, Alberta, Canada.

When you think about a school, you most likely think of it as a place where students learn. However, for students to have the best learning experience, teachers also need to continuously improve their skills. Like other professionals, teachers need to be given quality resources, support, and time to continuously update their skills. There is a wealth of knowledge that can be gained from the practice of other teachers as well as from research. Unfortunately, often research and practice in education are not linked. In this episode we will discuss the importance of having research informed professional development for teachers and how an organization in New Zealand is bridging the gap between research and practice in education. Dr Nina Hood is a senior lecturer at the Faculty of Education at the University of Auckland in New Zealand. Her research is focused on the role that digital technologies can play in supporting and enhancing education. Nina is also the founder of The Education Hub, an organization based in New Zealand and dedicated to bridging the gap between research and practice in education. Nina started her career as a secondary teacher in New Zealand, before she moved to the UK to undertook an MSc (with distinction) in learning and technology, and a PhD in Education at the University of Oxford. After returning to New Zealand, and while being a lecturer at University of Auckland, Nina founded The Education Hub in 2007. The mission of The Education Hub is to empower educators to find, use and share research to improve their teaching practice, and then share their innovations. Links: Dr Nina Hood https://unidirectory.auckland.ac.nz/profile/n-hood The Education Hub https://theeducationhub.org.nz/ Twitter @Hood_Nina @educationhubnz

In our interconnected world, it is easier than ever before to connect with people and ideas outside of our context. Young people are engaging with others online and sharing their thoughts and experiences on social media. In today’s digitally mediated world, what are the lived civic experiences of young people? How can parents and educators encourage young people to learn and develop their civic identities? Dr Julianne Viola is a postdoctoral Research Associate at the Centre for Higher Education Research and Scholarship (CHERS) at Imperial College London. She completed her doctorate at the Department of Education, University of Oxford, where her research explored how adolescents develop their civic identities, and the role of social media and technology on youth civic identity. Julianne has a particular interest in young people's civic identity development and engagement with their communities. These interests, as well as her experience as an educator and mentor for young people through organisations like the Junior State of America, shaped and motivated her wok. Julianne has collaborated on a number of research projects at Harvard University, the University of California, Santa Barbara, Oxford Internet Institute, and The Education Hub, a not-for-profit organisation in New Zealand. Most recently Julianne has written a wonderful book entitled Young People’s Civic Identity in the Digital Age, which we will discuss in this episode. Links: Dr Julianne Viola: https://www.imperial.ac.uk/people/j.viola Book: Young People’s Civic Identity in the Digital Age https://www.springer.com/gb/book/9783030374044?utm_medium=affiliate&utm_source=commission_junction_authors&utm_campaign=3_nsn6445_deeplink_PID9219306&utm_content=deeplink Twitter: @DrJulianneViola Book: The Political Classroom http://thepoliticalclassroom.com/

 Delivering online presentations, meetings, and training has quickly become the norm in 2020, but many people struggle to engage their audience in an online format. Filming a play does not make it a movie, and similarly using the same strategies for an in-person presentation is not the same as presenting it online. The approach and design must be tailored to the medium in which it is presented.On this episode I am thrilled discuss best practices of hosting webinars with an international expert in workplace learning technologies and designing engaging interactive webinars.Donald Taylor is the Chairman of the Learning and Performance Institute and for the past twenty years has chaired the Learning Technologies Conference in London. Donald has helped plan and deliver Learning Technology events around the world, including Berlin, Paris, Singapore and Orlando. He works with speakers of every level of experience – including novices and some of the world’s most experienced online speakers – and has helped them build and pace their presentations, ensuring that they have everything they need to create interactive, compelling presentations that they keep audiences engaged. Since 2014, Donald has run the Learning & Development Global Sentiment Survey, which provides valuable insights to leaders of organizations and L&D professionals. He is also the author of the book Learning Technologies in the Workplace (Kogan Page, 2017) and many articles. In 2007, he received the Colin Corder award for services to training, and in 2016, an honorary doctorate from London’s Middlesex University, for services to the Learning and Development profession. Links:LinkedIn: https://www.linkedin.com/in/donaldhtaylor/The book How to be a Webinar Master can be downloaded from www.webinarmaster.com

Technology, particularly mobile technology, has enabled many of us to learn and work from anywhere and at anytime. Although this may at first seem very liberating, it raises some important considerations. For learning, content on mobile technologies requires a different design and approach. While both working and learning from anywhere, anytime, raises the importance of dedicated time and space. To discuss these issues, I am very happy to be joined by Imogen Casebourne, who brings deep knowledge in both the research and practice of workplace learning technologies. Following an initial degree in philosophy and a Masters in artificial intelligence, Imogen has worked as a writer and designer of online learning for nearly 25 years during which time she has been involved in the design of multiple courses, curriculums and authoring tools. She has designed solutions for tablets and smartphones and led the team that won gold for ‘Best Use of Mobile Learning’ at the E-Learning Awards in 2012, going on to herself win the instructional designer of the year award in 2017. Imogen is currently studying part-time for a Doctorate in Education at the University of Oxford, focusing on mobile technology in work-related learning. Links:LinkedIn: https://www.linkedin.com/in/imogen-c-6170111 Article: http://www.education.ox.ac.uk/mobility-working-learning-and-place-in-a-time-of-pandemic/ Twitter: @icasebourne

Humans have not only created physical machines, but also mental machines, which my guest calls cognitive gadgets, that enable our minds to go farther, faster and in different directions than the minds of other animals. Professor Cecilia Heyes is Senior Research Fellow in psychology at All Souls College at the University of Oxford and a Fellow of the British Academy. Cecilia trained as an experimental psychologist at University College London and was a Harkness Fellow in the United States, as well as a research fellow at Trinity Hall at Cambridge University. She returned to UCL as a faculty member before coming to Oxford. Her work in experimental and theoretical psychology examines the evolution of human cognition. It explores the ways in which natural selection, learning, developmental and cultural processes combine to produce the mature cognitive abilities found in adult humans. Most of her current projects suggest that the neurocognitive mechanisms enabling cultural inheritance - social learning, imitation, mirror neurons, mind reading etc - are themselves the products of cultural evolution. In 2018 Cecilia published her latest book on these topics, titled Cognitive Gadgets: The Cultural Evolution of Thinking. http://users.ox.ac.uk/~ascch/index.htm  Book: https://www.amazon.com/Cognitive-Gadgets-Cultural-Evolution-Thinking/dp/0674980158  Twitter: @CeliaHeyes

Fostering communities in which people can connect and learn from each other is a challenging task, particularly when the community is comprised of people from around the world and with different interests. In today’s episode, my guest discusses how this can be done.Christine Fairchild is Oxford University’s Director of Alumni Relations and a Fellow of Jesus College Oxford. She is responsible for supporting links between alumni of the collegiate University and Oxford through a robust offering of events, benefits, services and communications vehicles. The University has over 350,000 known alumni, including more than 44,000 in 188 countries outside the UK. Before arriving at Oxford, Christine had over 20 years of experience in alumni relations at the Harvard Business School (HBS). She headed up External Relations at HBS, overseeing the School’s alumni outreach and fundraising activities. Christine also worked at the Harvard Art Museum.Links:https://www.jesus.ox.ac.uk/people/ms-christine-fairchild

 Learning in the workplace has never been as important as it is today, but very few organizations have successfully become effective learning organizations. My guest today has over 30 years of experience in this field and has helped companies around the world develop their training.Piers Lea has worked in distance learning and technology-enabled communications since the early 1980s when he was at the University of London. He founded LINE Communications in 1989 which he sold into Learning Technologies Group in 2014. He is now Chief Strategy Officer for Learning Technologies Group (LTG) and LEO (the merge between LINE and Epic), with offices around the world and has worked with the world’s biggest brands to revolutionize the learning technology landscape. As Chief Strategy Officer, Piers is responsible both for setting strategy and working with key clients.Links:https://www.ltgplc.com/about/the-board-of-directors/

 The field of learning and teaching extends far beyond the walls of a school. The way students are taught in school is defined by policy, research and practice. My guest today has had an illustrious career in all these sectors.Professor Richard Pring is an Honorary Research Fellow in the Department of Education, Oxford University. He was the Director of the department for 15 years. Since retiring 2003, he has led the Nuffield Review of 14-19 Education and Training in the UK and several subsequent large-scale research projects. Professor Pring has had many roles in education, in research, policy and practice. His experience in education ranges from being Assistant Principal in the Further Education Branch of the Ministry of Education, teaching adolescents in a London comprehensive school, being involved from the 1970s with the Further Education Unit and with TVEI, and as a member of the £15 million ESRC research project SKOPE (Skills, Knowledge and Organisational Performance). He has continued to publish extensively on philosophy and educational research and vocational education and training.Links:http://www.education.ox.ac.uk/people/richard-pring/

How we deal with challenges and tragedy is reflected and informed in the stories and art of our society, this is not always the same in different cultures. What can we learn from the way ancient cultures portray challenges in life?Dr Bihani Sarkar, is a scholar of Sanskrit and ancient Indian culture, language, history and society. She is an associate faculty member of the Oriental Institute at Oxford University, and member of Wolfson College. Bihani has a doctorate in Sanskrit from Oxford University, where she focused on the cult of the warrior goddess Durga in medieval Indian kingship. This research was the basis for her first book. She has subsequently held postdoctoral fellowships at Hamburg University, was a British Academy postdoctoral fellow at Oxford University, and has been a Teaching Fellow at Leeds University. Bihani has just published her second book, titled “Classical Sanskrit Tragedy: the concept of suffering and grief in medieval India”. This book focuses on the way tragedy is dealt with in ancient Indian text, which is what we dig deeper into this episode. We will see what we can learn from these ancient texts and the way that they portrayed people overcoming mental and emotional obstacles.Links:https://www.orinst.ox.ac.uk/people/bihani-sarkarBook: Heroic Shāktism - The Cult of Durgā in Ancient Indian Kingshiphttps://global.oup.com/academic/product/heroic-shktism-9780197266106?cc=gb&lang=en&Book: Classical Sanskrit Tragedy - The Concept of Suffering and Pathos in Medieval Indiahttps://www.bloomsbury.com/uk/classical-sanskrit-tragedy-9781788311113/