Silver Lining for Learning

Professor Mark Guzdial from the University of Michigan reminds us that field of “computer science” was first invented as a discipline or subject matter area that everyone should be taught. At the time, leading scholars deemed it vital to learn about computer science since it could facilitate the learning of other subjects and emerging disciplines. In addition, it could help reduce to obvious inherent danger in have such a powerful technology controlled by a select few people. Such concerns are not unlike those found in the myriad conversations today about generative forms of artificial intelligence (AI). As Guzdial has lamented, computing education, unfortunately, has not become a democratizing force that was first imagined some six decades ago in the 1960’s. Fast forward to the Year 2026 and computer science has a much narrower connotation than originally hoped leading to a world wherein only a privileged few truly understand and contribute to the world of computer science and computing education. Mark Guzdial pines for the original visions of the field and the more general goals for society. However, that would require changing how we teach about computing and what we mean when we refer to computer “programming.” With the ideas and insights of Mark Guzdial, in Episode #269 of Silver Lining for Learning (SLL), we will learn about the history of computing education. Mark will also inform us about a new initiative underway at the University of Michigan to develop computing education for those in the liberal Arts and Sciences; in the process, he will help us expand the common views and possibilities for computer education and computer science. In addition, Mark will be joined by his University of Michigan colleague, Barbara Ericson, who will discuss how instructors who teach programming classes are grappling with fast emerging technology like generative AI. As she has observed, students who are weaker in computer science are more likely to utilize and over rely on generative AI for their code production and other computer science related tasks without actually reflecting on the process or the results. The limited cognitive effort that results is quite alarming. In response, Dr. Ericson will share how innovative pedagogy with free and interactive ebooks, mixed-up code (Parsons) problems, forms of peer instruction, Process Oriented Guided Inquiry Learning (POGIL), and open-ended projects can make the learning of computer science more active, socially engaging, and collaborative where students are encouraged to think deeply and connect seemingly disparate ideas in this age of generative AI. Mark Guzdial’s Bio: Mark Guzdial is a Professor in Computer Science & Engineering and Director of the Program in Computing for the Arts and Sciences at the University of Michigan. He studies how people come to understand computing and how to make that more effective. He was one of the founders of the International Computing Education Research conference. He was a lead on the NSF alliance “Expanding Computing Education Pathways” which helped US states improve and broaden their computing education. He received the 2019 ACM SIGCSE Outstanding Contributions to Education award. With his wife and colleague, Barbara Ericson, he received the 2010 ACM Karl V. Karlstrom Outstanding Educator award.  He is a Fellow of the ACM and of AAAS. He has recently completed the second edition of Learner-Centered Design of Computing Education: Research on Computing for Everyone. Google Scholar: https://scholar.google.com/citations?user=iQV2L2IAAAAJ&hl=en Homepage: https://guzdial.engin.umich.edu/ CV: https://guzdial.engin.umich.edu/wp-content/uploads/sites/402/2023/06/Guzdial-March2023.pdf LinkedIn: https://www.linkedin.com/in/mark-guzdial-9a33851/ Barbara Ericson’s Bio: Dr. Ericson got her PhD in Human Centered Computing in 2018 from Georgia Tech and is now an Associate Professor at the University of Michigan. She applies research results from educational psychology to help students learn to program. She creates free and interactive ebooks with new types of practice problems including some that leverage generative AI.  Dr. Ericson is part of the Generative AI in CS Education Consortium and helped create materials for free CS1 and CS2 courses that leverage AI. She won the 2022 ACM SGICSE Award for Outstanding Contributions to Computer Science Education. She is also a distinguished member of the ACM. Homepage: https://www.si.umich.edu/people/barbara-ericson Google Scholar: https://scholar.google.com/citations?user=AHXNTMgAAAAJ&hl=en LinkedIn: https://www.linkedin.com/in/barbara-ericson-3bb6779/ Join the conversation at silverliningforlearning.org 

Episode #269 | Still Searching for the NSSE? Reflections on the National Survey of Student Engagement will be recorded on April 24, 2026 at 11 am (EDT). Every week and sometimes each day. we encounter debates about student engagement and overall learning experiences in higher education. Just open the Chronicle of Higher Education, Inside Higher Ed, the Conversation, the New York Times, the Guardian, etc. It does not matter which news resource you are wedded to, there will be someone penning an article that bemoans the passive participation of students in schools, colleges, and universities and any educational setting or environment. And such articles have become even more pervasive in their digital leanring age. Is there data out there that addresses such concerns and debates? Fortunately, there is. In fact, for over two decades, the National Survey of Student Engagement developed and administered at Indiana University (IU) (https://nsse.indiana.edu/nsse/index.html) has collected important information from hundreds of four-year colleges and universities about the first-year and senior students' participation in various programs and activities provided for personal learning and development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college. The NSSE team gathers such data each year from its student survey, The College Student Report. Watch or listen to Episode #269 and learn about the history of the NSSE as well as the current objectives and expanded uses of it. We will also discuss the Center for Postsecondary Research at IU. This panel will include the original developer of the NSSE, Dr. George Kuh, as well as Dr. Leonard Taylor who is currently the Director of the National Survey of Student Engagement (NSSE). Also on this episode of SLL will be Dr. Jillian Kinzie, the Associate Director of the National Survey of Student Engagement (NSSE) in the Center for Postsecondary Research in the Indiana University School of Education. Dr. George Kuh is Chancellor's Professor Emeritus of Higher Education at Indiana University (IU). George founded IU’s Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) and related instruments for law students, beginning college students, and faculty. He also is the founding director of the National Institute for Learning Outcomes Assessment (NILOA) as well as the Strategic National Arts Alumni Project (SNAAP), the first-ever in-depth look at the factors that help or hinder the careers of graduates of arts-intensive training high schools and postsecondary institutions. At Indiana University, he served as chairperson of the department of educational leadership and policy studies (1982-84), associate dean for academic affairs in the School of Education (1985-88), and associate dean of the faculties for the Bloomington campus (1997-2000). Dr. Jillian Kinzie is Associate Director, National Survey of Student Engagement (NSSE), Center for Postsecondary Research, Indiana University School of Education. She conducts research and leads project activities on effective use of student engagement data to improve educational quality, and serves as senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project. She is co-author of Transforming Academic Culture & Curriculum: Integrating and Scaffolding Research Throughout Undergraduate Education (2024), Radical Reimagining for Student Success (2023), Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact and Scale (2022), Assessment in Student Affairs (2016), Using Evidence of Student Learning to Improve Higher Education (2015), Student Success in College (2005/2010), and One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (2008/2014). She was awarded the NASPA George D. Kuh Outstanding Contribution to Research in 2024 and received the Robert J. Menges Honored Presentation by the Professional Organizational Development (POD) Network in 2005 and 2011. Kinzie earned her PhD from Indiana University in higher education with a minor in women’s studies. Prior to this, she served on the faculty of Indiana University and coordinated the master’s program in higher education and student affairs. She also worked in academic and student affairs at Miami University and Case Western Reserve University. Dr. Leonard Taylor is the Director of the National Survey of Student Engagement (NSSE). Dr. Taylor’s research focuses on investigating and improving how student success commitments are enacted at higher education institutions. Using various organizational theories and methodological approaches, he works to understand and interrogate how administrators, faculty and staff members, and other post-secondary stakeholders use research, data and promising practices to enhance post-secondary outcomes. His work has been funded through the National Science Foundation, the Bill and Melinda Gates Foundation, Lumina Foundation, College Student Educators International (ACPA), as well as other national and local entities. Dr. Taylor earned his Ph.D. in Organizational Leadership and Policy Development from the University of Minnesota. More data and resources can be found below. The National Survey of Student Engagement, Indiana University: https://nsse.indiana.edu/nsse/index.html What Does NSSE Do? Through its student survey, The College Student Report, NSSE annually collects information at hundreds of four-year colleges and universities about first-year and senior students' participation in programs and activities that institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college. NSSE provides participating institutions a variety of reports that compare their students' responses with those of students at self-selected groups of comparison institutions. Comparisons are available for ten Engagement Indicators, six High-Impact Practices, and all individual survey questions. Each fall, NSSE also publishes its Annual Results, which reports topical research and trends in student engagement results. NSSE researchers also present and publish research findings throughout the year. Bachelor's degree-granting institutions are invited to participate in NSSE to assess the quality of undergraduate education—providing institutions diagnostic, actionable information that fosters and catalyzes evidence-based improvement efforts. NSSE registration opens in late summer and closes in fall for the following spring administration. Quick Facts About NSSE: https://nsse.indiana.edu/nsse/about-nsse/index.html Join the conversation at silverliningforlearning.org 

How can students move beyond learning about AI to actively shaping it? In this episode, Kellie Kreiser and Euvin Naidoo share how the Thunderbird School of Global Management at ASU is engaging students as co-creators of AI tools, research, and real-world applications. As Generative AI (GenAI) rapidly reshapes industries and knowledge work, educational institutions face a critical question: should students be trained to use AI, or empowered to help build and define its role in society? At Thunderbird School of Global Management at ASU, a new model is emerging, one that positions students not just as learners but as active contributors to the evolving AI ecosystem. In this conversation, Kellie Kreiser and Euvin Naidoo discuss a series of initiatives that bring this philosophy to life. These include a recent AI conference and hackathon where students used AI tools to rapidly develop case studies in high-stakes contexts; the Principled Innovation for Global AI Fellows program, where students collaborate with faculty on research into the ethical and practical dimensions of AI; and student-led workshops that teach peers how to integrate AI into their career development processes. Looking ahead, they also introduce the concept of an “AI Hatchery,” a model that connects students with real-world AI projects, providing training, tools, and opportunities to build solutions with real impact. The discussion will also focus on the Thunderbird Case Lab, its newly released Global AI Case Collection announced at the annual Thunderbird AI Case Conference, and the planned new immersions for global educators on “Teaching with AI”.  Together, these efforts reflect a broader shift: from teaching AI as a subject to embedding it as a participatory, practice-based experience. This conversation explores what it means to design learning environments where students are not just prepared for the future, but are actively shaping it. About our guests: Kellie Kreiser Kellie Kreiser is Executive Director of Global Impact and AI at Thunderbird School of Global Management at Arizona State University. She leads initiatives that integrate artificial intelligence into global education, workforce development, and social impact programs. Over nearly two decades at Thunderbird, she has designed and scaled programs that have reached more than 285,000 learners across 180+ countries, often in partnership with organizations such as Goldman Sachs, the U.S. Department of State, and the Inter-American Development Bank. Her work focuses on building platforms and partnerships that expand access to entrepreneurship, education, and opportunity worldwide. She is currently pursuing a PhD at Arizona State University, where her research explores the intersection of AI, creativity, and emerging technology adoption. https://www.linkedin.com/in/kelliekreiser/ Euvin Naidoo Euvin Naidoo is Distinguished Professor of Practice in Global Accounting, Risk and Agility at the Thunderbird School of Global Management at Arizona State University. He teaches financial reporting and controls (Accounting) and leads one of the school’s flagship programs on artificial intelligence and the future of work. He also serves as Chairman of Thunderbird’s Curriculum and Learning Outcomes Committee (CLOC) and directs the award-winning Thunderbird Case Series and Lab, which, under his leadership, has been ranked Top 10 in the US and Top 20 globally for the past three years in a row. Prior to joining Thunderbird, Euvin served on the full-time faculty at Harvard Business School, his alma mater, where he pioneered the school’s first Agile Short Intensive Programs focused on best practices for enterprise-wide agile transformations. A global consulting and banking veteran, Naidoo brings deep industry experience to shape programs—he was previously a Partner and Managing Director at the Boston Consulting Group, co-leading banking, insurance, and public sector practices across Africa, and served on the senior leadership team at Barclays Africa as Head of Strategy, supporting and helping manage a 10+ country banking ecosystem across retail, business, investment and private banking. In 2024, Prof. Naidoo received the global award from the UK’s Case Centre for Outstanding Professor for Case Teaching, recognizing the world’s most innovative management and business school professors in the classroom. In 2025, he was recognized by Poets & Quants as one of the Top 50 Best Undergraduate Business Professors globally. Selected as a Young Global Leader by the World Economic Forum, he has served two terms on the WEF's US Global Agenda Council focused on supporting US competitiveness across education, energy, and digital innovation, and most recently on the WEF's Global Future Council on the Future of Job Creation, examining the impact of AI and other frontier technologies across sectors. https://poetsandquants.com/2025/12/21/the-50-best-undergraduate-business-school-professors-of-2025/ https://www.weforum.org/people/euvin-naidoo/ https://www.ted.com/speakers/euvin_naidoo https://www.linkedin.com/in/euvinnaidoo/ Join the conversation at silverliningforlearning.org 

As we start off our seventh season of Silver Lining for Learning (SLL), it is important to reflect back on all of our episodes to date. One of the SLL Co-Hosts, Punya Mishra from ASU did just that. He partnered with Claude to analyze our six years of podcasting and look for themes and trends over time. Take a look: Analyzing Silver Lining for Learning: Conversations on the Future of Learning; See https://punyamishra.com/sll/. In addition, Punya brilliantly posted an additional reflection this past Saturday March 21 on the 6-year journey of Silver Lining for Learning (using some of the data generated by Claude). His blog post was titled, “Six Years, 266 Episodes, and One Persistent Question,” March 21, 2026, by Punya Mishra; https://punyamishra.com/2026/03/21/six-years-264-episodes-and-one-persistent-question/. Notably, SLL has had over 500 guests from 30+ countries and 265 shows during the past 6 years. These shows have generated 2.6 million words. In Episode #267 of Silver, we continue our journey into Year #7 of Silver Lining for Learning. In particular, we will talk to students and teachers in a secondary school in Jeju Island, Korea about their a week-long educational program called a “Week Without Walls” (WWW). A Week Without Walls is an annual program which allows students to step out of their traditional student roles in 4-walled classrooms and begin to engage in experiential, hands-on learning. Week Without Walls is one part community service, and one part adventure learning in outdoor learning environments. It is also one part a cultural immersion program which is intended to foster life skills like teamwork and collaboration, empathy and global perspective taking, resilience, self-directed learning, and overall personal growth and perhaps even transformation. Recently, there have been many different locations and environments for students to choose from for their adventures including Chiang Mai, Thailand, Japan, Bali, Indonesia, Italy, etc. One of the people we will talk with during the hour is Tim Bray. A decade ago, he was Director of EdTech at a school in Incheon, Korea where he established the first Educational Technology Department. From 2020-2022, Tim was the Director of Professional Development at Cheongna Dalton School in the Seo district in Incheon, Korea. In 2022, Tim was an International Principal at Westview Cambodian International School in Phnom Penh, Cambodia. Next, he was appointed Founding Principal of American STEM Prep (ASP) Daegu in South Korea where he served from 2022-2024. Currently, Tim Bray is Director of Technology at St. Johnsbury Academy, Jeju Island, Korea. He can be contacted via LinkedIn. With several students and teachers from St. Johnsbury Academy in Jeju Island, this promises to be a rich and exciting show. Week Without Walls (WWW): https://weareworldchallenge.com/international/week-without-walls/   Join the conversation at silverliningforlearning.org 

Celebrating 6 years of Silver Lining for Learning Join the conversation at silverliningforlearning.org 

At some point in your lives, you likely wanted to be a pioneer at something and you likely wanted it to be impactful. In this episode of Silver Lining for Learning, we are joined by three online learning pioneers and digital education leaders, Julie Young, Julie Petersen, and Kay Johnson. Notably, in 1997, Julie Young was the founding President and CEO of Florida Virtual School; one of the largest virtual schools in North America. The three of them will discuss their new book, "Virtual Schools, Actual Learning: Digital Education in America published in November 2025 by the Pioneer Institute. This edited book attempts to uncover what works and what falls short in the online learning arena; in particular, in digital K-12 education. Their overarching learning philosophy is a learner-centered one. And their advice is directed at a range of stakeholders including those forming policies, educators teaching online courses, families making decisions about online education, students thinking about enrolling in online courses, and others in the online education landscape. Importantly, these three pioneers have a wealth of knowledge and experience to draw upon as they trace the rapid evolution of online learning over the past three decades from early forms of distance learning to the increasingly complex and multifaceted hybrid and HyFlex models. They have come to the conclusion that the most effective and powerful forms of online education rely on thoughtful pedagogical and instructional design practices. Listen or watch this episode and discover the possible achievements of learners in online educational environments as well as the many challenges and limitations. Julie Young is an edupreneur, an educator, innovator, and visionary leader renowned for pioneering virtual, blended, and technology-enhanced learning models. As founding President and CEO of Florida Virtual School in 1997, Young didn't just embrace virtual schooling, she helped create an entire industry. Over 17 years, she transformed FLVS from a startup serving 77 students with a $200,000 grant into the largest state virtual school in the US, reaching over 2 million students globally. Her work established Florida as the epicenter of virtual school innovation and set precedents for digital education that continue shaping the field today. She went on to serve as a VP at Arizona State University. In that role, she served as CEO and Senior Advisor to ASU Prep Academy, founding ASU Prep Digital and ASU Prep Global. Her north star is and always has been designing learning models that put the student at the center of every decision. Today, she leads Julie Young Education LLC, partnering with and advising organizations on educational innovation and strategic initiatives. Julie Petersen (Co-Editor) is a freelance writer and editor based in California. As a former nonprofit communications director and journalist, her work has been published by Stanford Social Innovation Review, Harvard Education Press, EdSurge, and Education Next. Julie began her career as a venture capital reporter for Red Herring Magazine, where her print cover story on educational technology was featured in Best Business Stories of the Year. She went on to lead communications at venture philanthropy firm NewSchools Venture Fund. Since 2012, Petersen has written and edited papers, articles, case studies, strategic plans, grant proposals, impact reports, and other publications in partnership with more than 40 education nonprofits, companies, philanthropists, and government agencies. Julie holds a bachelor’s degree in English from Vanderbilt University and a master’s degree from the Medill School of Journalism at Northwestern University. Kay Johnson (Co-Editor) is a strategic communications leader with over two decades of experience at the intersection of education, policy, and innovation. She has supported national initiatives that shaped the early growth of online learning, including legislative efforts that led to the first statewide virtual school funded through public education dollars. Kay has led executive communications, research, and thought leadership for education organizations across the K–12 and higher education spectrum, including Florida Virtual School. Her work spans policy analysis, internal and external communications, and strategic advising for executive teams. A seasoned ghostwriter and editor, she has contributed to numerous articles, white papers, and books on digital learning and education reform. Kay currently serves as Director of Strategic Communications for ASU Prep Academy, where she supports national partnerships, research, and storytelling that advance future-ready learning models. Virtual Schools, Actual Learning: Digital Education in America, Pioneer Institute Video (2:26): https://pioneerinstitute.org/book/virtual-schools-actual-learning-digital-education-in-america/ Virtual Schools, Actual Learning: Digital Education in America Video (2:26): https://www.youtube.com/watch?v=Bt_qRCBZBxA&t=68s “Virtual Schools, Actual Learning helps explain what online learning and schooling have and have not accomplished and lays out a vision for its potential to level the playing field for all kinds of learners.”— Sal Khan, CEO of Khan Academy Join the conversation at silverliningforlearning.org 

Ever play in a sandbox? If so, was it fun. In Episode #264 we will hear from Patricia Mangeol who is the Director of Research and Digital Learning Initiatives at Sandbox Inc., a Canadian agency focused on helping public and nonprofit organizations achieve their education and outreach objectives. Also on this episode will be Isaac Kwakye from the Washington Student Achievement Council (WSAC) which is a Washington State’s higher education agency. Together they will discuss many things including new approaches to supporting student learning in a rapidly changing digital and social context. This conversation will include how we need to think differently -- at both policy and behavioural levels -- about motivating students, and how innovative partnerships between policymakers, educational institutions, and creative/tech/learning design partners like Sandbox can help drive more effective outreach and support. Patricia and Isaac will also discuss the *Changing the Narrative* project with Central Washington University, alongside other work that they each are involved in -- particularly around leveraging AI for learner support and designing learning for AI-shaped labour markets. Overall, this session will offer a broad lens grounded in the notion that understanding student behaviours, motivations, and needs is central to improving access, equity, and social mobility." In this epsiode, we will explore how Sandbox and Sandbox Labs—the research and innovation arm of Sandbox—partners with institutions and policymakers to prototype, test, and scale new approaches to student engagement and digital learning. We will hear how the Washington Student Achievement Council is driving statewide innovation – and the challenges and opportunities of adaptive leadership needed to leverage the benefits of new technology like AI while countering the risks. We’ll close by discussing some of the most serious challenges higher education institutions are facing today. Let's turn to Sandbox Labs for a moment. Sandbox Labs is promoted as a research and innovation team that has a distinct social mission. They are the experimental arm of Sandbox Inc. that initiates “new projects and collaborations with partners around the world to analyze individual and social challenges and conceptualize solutions.” This approach most definitely requires a complex set of multidisciplinary skills for conducting research and associated analyses as well as “developing actionable recommendations,” and, perhaps, most importantly, “designing new learning experiences and human-first, user-focused technology tools.” It is worth noting that publications and research reports emanating out of Sandbox are developed in collaboration with their project partners (which Isaac and Patricia will speak to during the Episode #264 of SLL). These research reports attempt to offer documentation on the process that the teams engaged in as well as the research findings and ensuing recommendations. What we shall discover during this episode is that Sandbox’s ultimate goal is to provide innovative solutions that respond “to the real-world challenges and complex contexts of the people and organizations we support.” Patricia Mangeol Patricia Mangeol is the Director of Research and Digital Learning Initiatives at Sandbox Inc., a Canadian agency focused on helping public and nonprofit organizations achieve their education and outreach objectives. She leads the work of Sandbox Labs, the company’s R&D arm, forging partnerships in North America and Europe to leverage research methodologies and technological innovations to advance education and learning. Previously, Patricia led higher education research and policy projects at the Organisation for Economic Cooperation and Development (OECD) and was a policymaker in the Ontario government (Canada). She advised governments in Canada, France, Hungary, Portugal, Slovakia, and the United States on policies spanning higher education, the labour market, immigration and digital education. Alongside her work at Sandbox, Patricia is conducting doctoral research within the Open University of Catalonia’s Faculty of Psychology and Educational Sciences on how higher education institutions and leaders respond to AI-driven labour market changes. (Contact via LinkedIn or email). Sandbox: https://www.sandboxinc.ca/about https://www.sandboxinc.ca/ Isaac Kwakye As Deputy Executive Director of the Washington Student Achievement Council (WSAC), Washington State’s higher education agency, Isaac Kwakye champions the advancement of education and economic opportunity across the state. He supports the Executive Director in leading the agency’s management and leadership team, overseeing daily operations, and stewarding critical resources and personnel toward educational success for all Washingtonians. In this capacity, Isaac drives the implementation of WSAC’s strategic education policy agenda, ensuring alignment with the Council’s vision for an equitable and prosperous Washington. His leadership transfers strategic action plans into impactful outcomes while strengthening executive governance to advance the agency’s financial and operational goals. Through this work, Isaac helps position Washingtonians for long-term success by expanding access to high-quality postsecondary pathways and fostering statewide economic mobility. Contact via: LinkedIn or Email.   Join the conversation at silverliningforlearning.org 

On January 14, a research report on AI uses in schools was released by Brookings, This report, entitled A new direction for students in an AI world: Prosper, prepare, protect, focused on Gen AI and students learning and development. It has an interesting conclusion: "At this point in its trajectory, the risks of utilizing generative AI in children’s education overshadow its benefits." It says: After interviews, focus groups, and consultations with over 500 students, teachers, parents, education leaders, and technologists across 50 countries, a close review of over 400 studies, and a Delphi panel, we find that at this point in its trajectory, the risks of utilizing generative AI in children’s education overshadow its benefits. This is largely because the risks of AI differ in nature from its benefits—that is, these risks undermine children’s foundational development—and may prevent the benefits from being realized. A lot of the risks seemed to come from “wide” AI use that includes unscaffolded open ended discussions students having with frontier model chatbots that occur in and out of school time. In our next episode, we will have a discussion with one of the authors of the report, Dr. Rebecca Winthrop, about the findings and possible future directions of AI in schools. Rebecca Winthrop is a senior fellow and director of the Center for Universal Education at the Brookings Institution. Her research focuses on education globally, with special attention to the skills young people need to thrive in work, life, and as constructive citizens. Winthrop works to promote quality and relevant education, including exploring how education innovations and family and community engagement can be harnessed to leapfrog progress, particularly for the most marginalized children and youth. She advises governments, international institutions, foundations, civil society organizations, and corporations on education issues. She currently serves as a board member and adviser for a number of global education organizations and lectures at Georgetown University. She currently leads the Brookings Global Task Force on AI in Education and co-leads the Family Engagement in Education Network. She has served as the chair of the U.N. Secretary General’s Global Education First Initiative’s Technical Advisory Group, helping to frame an education vision that focuses on access, quality, and global citizenship. With UNESCO Institute of Statistics, she co-led the Learning Metrics Task Force that involved inputs from education professionals in over 100 countries to identify how to measure what matters in education systems. She has been a member of numerous other global education initiatives including the G-20 Education Task Force, the Mastercard Foundation’s Youth Learning Advisory Committee, the World Economic Forum’s Global Agenda Councils on education, and an education adviser to the Clinton Global Initiative. Prior to joining the Brookings Institution in June 2009, Winthrop spent 15 years working in the field of education for displaced and migrant communities. As the head of education for the International Rescue Committee, she was responsible for the organization’s education work in over 20 conflict-affected countries. She has been actively involved in developing the evidence base around and global attention to education in the developing world. In her prior position, she helped develop global policy for the education in emergencies field, especially around the development of global minimum standards for education in contexts of armed conflict and state fragility. Winthrop has authored numerous articles, reports, books, and book chapters, including most recently “The Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better” with her co-author, award-winning journalist Jenny Anderson. She has also authored “Transforming Education Systems: Why, What, and How” with Hon. Minister David Sengeh; “Collaborating to Transform and Improve Education Systems: A Playbook for Family-School Engagement” with Adam Barton, Masha Ershadi, and Lauren Ziegler; “Leapfrogging Inequality: Remaking Education to Help Young People Thrive” with Adam Barton and Eileen McGivney; “Beyond Reopening Schools: How Education Can Emerge Stronger Than Before COVID-19” with Emiliana Vegas; “Addressing Education Inequality with a Next Generation of Community Schools: A Blueprint for Mayors, States, and the Federal Government” with the Brookings Task Force on Next Generation Community Schools; and “The Need for Civic Education in 21st Century Schools.” Her work has been featured in the BBC, ABC News, CNN, NPR, the Wall Street Journal, the Washington Post, the New York Times, Newsweek, Time Ideas, NPR, the Economist, the Financial Times, the Guardian, Bloomberg News, Glamour, and CSPAN, among others. She was educated at Columbia University Teachers College (Ph.D., 2008); Columbia University School of International and Public Affairs (M.A., 2001); and Swarthmore College, (B.A., 1996). Join the conversation at silverliningforlearning.org 

If you want to know what some of the best education thinkers think about the state of education, educational changes, effective teaching and learning, equity and excellence, new technologies etc., one of the places is The Brainwaves Video Anthology on YouTube created by Bob Greenberg. Over the past 10 years, Bob has conducted more than 2,500 video interviews with some of the leading thinkers such as Sir Ken Robinson, Noam Chomsky, Dr. Anthony Fauci, Supreme Court Justice Stephen Breyer, Herb Kohl, Jonathan Kozol, Linda Darling Hammond, Ken Burns, Henry Louis Gates Jr., Diane Ravitch, and Jerome Bruner. The anthology has more than 50,000 subscribers and has been viewed more than 8 million times. In this episode, we plan to have a discussion with Bob Greenberg to learn what he has learned from these interviews and what motivated him to carry on a project for so long. ******* Bob Greenberg has spent 30 years as a public school teacher, 15 years in Stamford, CT and 15 years in Bridgeport, CT. In between he spent 15 years as a full time professional magician working trade shows and hospitality events for corporate clients including IBM, 3M and CIGNA. The Bridgeport Public Education Fund recognized him as an Outstanding Teacher in 2007. The Connecticut Association of School Librarians honored him with the 2012 Pellerin Classroom Teacher Award, for “collaborating to advance student learning”. His project “Bringing Books to Life” used stop-motion animation and green screen video. He has presented this project at ISTE Philadelphia and CECA Hartford, Tech Forum New York and BLC Boston. He was twice invited to bring his students to Tech Expo in Hartford where they shared their work with the State Legislature and met with the Governor. He also wrote the technology presentation that helped his school become a Lone Pine Award winner. Bob’s classroom had no walls, his students, known as “The Brainwaves”, had their own class blog where they shared their work and communicated with classes around the world. To prepare his students for the future, where they will live in a global economy, his class participated in global project based learning. Bob’s second and third graders Skyped with students in: Argentina, Canada, Guatemala, New Zealand, Indonesia, Bulgaria, Russia as well as the USA. He helped organize a Global Newspaper with contributions from children from seven countries. He also helped organize a global video project for the International Day of Peace. Drawing on his contacts, he enlisted 26 classes from 18 countries from every continent except Antarctica. While teaching he posted over 150 student videos SchoolTube. Since retiring in June 2013 he has traveled the country filming the thinkers and doers in Education; including Sir Ken Robinson, Noam Chomsky, Dr. Anthony Fauci, Supreme Court Justice Stephen Bryer, Herb Kohl, Jonathan Kozol, Linda Darling Hammond, Ken Burns, Henry Louis Gates Jr., Diane Ravitch, Yong Zhao and Jerome Bruner. His YouTube Channel, The Brainwaves Video Anthology, is a growing collection of more than 2,500 five-minute bite sized video lectures from thought leaders at Harvard, Yale, Princeton, UCLA, MIT, Stanford and more. It has more than 6 million views in 195 countries. Join the conversation at silverliningforlearning.org 

Why AI in Education Needs Standards: Interoperability, Context, and Learner Impact with Michael Feldstein, 1EdTech Chief Strategy Officer; Blaine Helmick, 1EdTech Vice President of Software; and Suzanne Carbonaro, 1EdTech Vice President of Postsecondary Education and WorkforceIn this episode of Silver Lining for Learning, we explore how 1EdTech Consortium, a nonprofit, neutral, trusted convener, is working at the intersection of interoperability, data, and artificial intelligence to help education systems better serve its learners with technology. The conversation introduces what 1EdTech is, who it convenes, and why shared interoperability standards—such as Learning Tools Interoperability (LTI)®, learning analytics frameworks, and competency standards like Competencies and Academic Standard Exchange® (CASE®)—are foundational to a connected digital learning ecosystem. Through concrete examples, the episode shows how interoperability standards reduce complexity for institutions and their technology providers while enabling more consistent, meaningful access to learning data.Artificial Intelligence is an example of a technology in which context and structure matter if AI is to positively impact teaching and learning. Panelists examine how interoperable data pipelines make it possible to use AI for personalization, analytics, and learner-centered insights—without sacrificing trust, transparency, or human judgment. By highlighting 1EdTech’s emerging work in areas like AI-enabled learning analytics and outcomes tracking, the episode emphasizes the opportunity for institutions and technology providers to collaborate in ways that unlock data for learning and research, while keeping learners and educators firmly at the center.Readings and Resources:https://www.1edtech.org/program/labshttps://www.imsglobal.org/resource/AI-Generated_Content_Best_Practices/v1p0https://www.1edtech.org/workstream/analyticshttps://www.1edtech.org/standards/ai-rubrichttps://www.1edtech.org/about/hedEpisode GuestsMichael Feldstein is the Chief Strategy Officer of 1EdTech. He helps drive the strategic vision and implementation of an open, trusted and innovative ecosystem of interoperable products and digital credentials by identifying needs and collaboratively developing solutions to increase learning impact with the 1EdTech community. Michael brings more than 30 years of educational technology experience to the organization, most recently as CEO of the Empirical Educator Project, Co-Founder of Argos Education, and Chief Accountability Officer of e-Literate.Blaine Helmick, Vice President of Software at 1EdTech, is an accomplished education technology product director with career expertise creating innovative products, services, and content that reach new markets, bring solid ROI, and add tangible value. Combine a BA in Information Systems and an MA in Instructional Design to conceptualize enterprise technology solutions and drive successful development teams. Contribute technology and educational industry knowledge and collaborate with cross-functional teams to synthesize solutions and deliver emerging technologies.Suzanne Carbonaro is the vice president for postsecondary education and workforce programs at 1EdTech. In this role she serves as liaison across the education sector to enable discussion and collaboration that helps to foster the use of interoperability standards across digital ecosystems, and their external applications. Suzanne spent much of her career in higher education as a leader of curriculum and assessment, instruction and student success, institutional effectiveness and planning, and accreditation. Over the last five years, Suzanne served as a subject matter expert for two edtech companies and supported the growth of interoperability standards, strategic planning processes, and the Comprehensive Learner Record (CLR) across the colleges and universities she served.Suzanne’s research interests and publications are in the areas of digital credentials and CLR, high-impact practices, co-curricular assessment, and integrated strategic planning. Previously, Suzanne served as Director of Assessment at the Philadelphia College of Pharmacy and Rider University’s College of Education and Human Services. Through her leadership, these institutions were re-accredited and received recognition for their assessment practices, including the American Association of Colleges of Pharmacy 2019 Award for Excellence in Assessment. Suzanne managed New Jersey Department of Education and Janssen Pharmaceuticals grants to advance STEM Education, teacher leadership, recruitment, and retention in NJ public schools. Suzanne currently serves on the Grand Challenges in Assessment, a national collaboration of ten organizations and over 400 higher ed leaders seeking to advance assessment of student learning through discourse, research, and professional learning. Join the conversation at silverliningforlearning.org 

It has been a couple of years since the team from Silver Lining for Learning (SLL) explored the status of online learning. In Episode #260 of SLL, we will hear about the targeted growth of online learning at Indiana University (IU) across eight campuses; including the flagship campus in Bloomington. In the state of Indiana, only Ivy Tech Community College enrolls more online students (over 12,000) than IU at around 10,000. The annual growth has been brisk at around 12 percent per year involving over 200 different programs, around 25 percent of which are collaborative in nature across all campuses and the rest are individual on a single campus. More information is available about the collaborative approach: “IU Online: A Collaborative Model for Online Education at Indiana University” and “Moving Forward 2.0: IU Online Implementation Plan.” In this episode of SLL, Dr. Chris Foley, Associate Vice President and Director of Online Learning at IU will detail recent trends in online learning at IU and outline the university targets and his predictions of the future. As he observes, 'Expanding Access: Higher education is a life-changing experience for most students. It’s not just about imparting knowledge. It brings personal growth, opens doors, and grows self-confidence. The more students who can experience this, the better . . . for them and for everyone." By the end of this episode, you will realize that Indiana University has not just become a major college football powerhouse but is also now an online learning dynamo.Chris Foley, Associate Vice President, IU Online, Department: Office of Online Education, [email protected]: https://rcoe.iu.edu/about/leadership/foley-chris.htmlTeaching Online at IU: https://teachingonline.iu.edu/about/staff/foley-chris.htmlLinkedIn: https://www.linkedin.com/in/chris-foley-7b629619/Chris J. Foley is associate vice president and director of online education for IU. He leads the development and implementation of online programs across IU’s seven campuses, servicing 30,000 students involved in online education. In addition, he is an adjunct assistant professor of organizational leadership at IU Indianapolis and teaches graduate courses in leadership, organization change and ethics. Foley has served IU for more than 20 years; before his current role, he worked in admissions and enrollment management at both IU Bloomington and IU Indianapolis. He has presented and published extensively on enrollment management, marketing and recruitment.Mark Baer joined the IU Online team in May 2024 as Interim Assistant Vice President for Online Academic Affairs and transitioned to Assistant Vice President of Online Academic Programs in October 2025. In this role, Baer oversees new online program development across Indiana University and leads a team that supports proactive management of existing online and hybrid collaborative programs, including curriculum evolution and assessment support. Since stepping into this leadership position, Baer has expanded collaborative partnerships across an increasingly interconnected university, fostering relationships that enhance program quality and delivery.Baer is an Associate Professor of Performing Arts with tenure at IU Northwest, bringing a strong faculty perspective to his administrative work. With a robust record of faculty leadership, Baer served as President of the IU Northwest Faculty Organization from 2020 to 2023 and has long contributed to intercampus collaboration through the University Faculty Council and Regional Faculty Caucus. He holds an MFA in Theatre Direction from Illinois State University and a BS in International Business and Theatre from the University of Findlay. More information on Mark can be found at: https://rcoe.iu.edu/about/leadership/baer-mark.htmlWhitnie Powell was appointed Assistant Vice President for Enrollment Management and Student Services in November 2023, following three successful years as the Director of Enrollment Management and Student Services. In her current role, Whitnie leads the Enrollment Management, Online Student Services, Online Undergraduate Advising, Online Graduate Support, and EM&SS Operational Systems teams within IU Online. Together with her team, she collaborates closely with all IU campuses and University Administration units to create a seamless and supportive online student experience, enhance operational efficiencies, drive online enrollment growth, and positively impact student persistence, retention, and completion.Before joining IU, Whitnie served as the Senior Associate Director for Graduate Studies and Adult Learning at the University of Indianapolis, where she developed and led a centralized recruitment and enrollment team serving graduate, adult, and online students. Her leadership roles also include serving as Enrollment Manager at Indiana Wesleyan University, where she oversaw recruitment, enrollment, and student services for three central Indiana regional campuses. At Chamberlain College of Nursing, Whitnie was the Interim Director of Admissions, where she led the development of recruitment strategy, admissions processes, and student services during the initial startup of the Indianapolis campus.Whitnie's career also includes roles as a high school recruiter, online admissions counselor, online student services coordinator, intake coordinator, and student admissions recruiter.She earned both her B.S. in Psychology and M.S. in Management from the University of Indianapolis and is currently pursuing her Ph.D. in Educational Administration with a focus on Higher Education Leadership at Indiana State University. Whitnie is actively involved in councils, steering committees, and task forces across IU, representing IU Online. She has earned national recognition for the IU Online Enrollment Management and Student Services model through conference presentations and national association awards, including being honored with the UPCEA 2024 Dorothy Durkin Strategic Innovation Award. More information on Whitnie can be found at: https://rcoe.iu.edu/about/leadership/powell-whitnie.html Join the conversation at silverliningforlearning.org 

Can AI transform education systems in the Global South? with Fernando Reimers, Zainab Azim, Maria-Renee Palomo and Callysta ThonyThis episode of Silver Lining for Learning features a deep dive into a new book on artificial intelligence and education systems, with a special focus on the Global South—where most of the world’s young people live and where educational challenges are most acute. Rather than taking a techno‑optimistic stance, the book adopts a systems perspective, examining how AI intersects with curriculum, teaching, assessment, school organization, and governance under real‑world constraints of resources, capacity, and policy. Framed around three guiding questions—whether education systems can build broad AI literacy, whether AI can actually improve foundational learning, and whether it can make curricula more relevant to 21st‑century social and economic needs—the conversation explores what it would take for AI to support genuine transformation rather than isolated pockets of innovation.Drawing on international evidence, case studies, and early implementations of AI in classrooms and systems, the episode highlights both the possibilities and the serious risks of deepening inequality if AI is adopted without attention to access, teacher support, cultural relevance, and ethics. We’ll discuss how current AI applications tend to benefit more privileged groups, what a truly systemic approach would look like in the Global South, and why teacher development, educational leadership, and coherent regulation (on issues like data privacy and algorithmic bias) are non‑negotiable. We will discuss what a critical, human‑centered roadmap for leveraging AI as a tool for equity, dignity, and the full development of all students, rather than as a new driver of division. Readings and Resources:Artificial Intelligence and Education in the Global South https://link.springer.com/book/10.1007/978-3-032-11449-5Episode GuestsFernando Reimers is the Ford Foundation Professor at Harvard University, USA and Director of the Global Education Innovation Initiative. He is an elected member of the US and the International Academies of Education. His research focuses on 21st-century global education, sustainable development, and responses to educational challenges such as COVID-19.Zainab Azim is a Teaching Fellow at Harvard Graduate School of Education, USA. Her work bridges. education policy and learning science with AI in global development. She’s led AI training for STEM educators in LMICs, evaluated AI in Uganda and Canada, and founded the Harvard AI and Education Conference. Zainab has a background in neuroscience, formerly worked at the Ministry of Finance in Canada and was an Oval Office Fellow at the Harvard Kennedy School, USA.Maria-Renée Palomo holds degrees from Harvard University, USA and Sciences Po Paris, France. Born in El Salvador, she spent a decade in France working in public sector consulting. She is assistant director of the Education Lab for Latin America and a teaching assistant at Harvard Graduate School of Education, USA, she was also in the founding team of the AI and education in the Global South conference at Harvard.Callysta Thony is a graduate and Teaching Fellow at the Harvard Graduate School of Education, USA where she focused on global education policy. She formerly worked with GovTech Edu Indonesia supporting the Indonesian Ministry of Education in nationwide digital transformation. She is interested in exploring how the effective use of technology can address key challenges in education. She was part of the leadership team which initiated the inaugural Harvard AI & Education Conference. Join the conversation at silverliningforlearning.org 

“A guide to AI in schools: Perspectives for the perplexed.”AI literacy is perplexing, everyone seems to want it taught, but few people can adequately describe or define it. AI is also different than the arrival of previous learning technology; it did not enter schools and university as the result of deliberate institutional plans and policies; instead, students and teachers simply began using it. As a result, institutions of higher learning as well as K-12 schools are scrambling to adjust; many are rapidly adopting policies and designing courses, events, and resources intended to make learners fluent or proficient in AI literacy. Fortunately, Justin Reich and his colleagues in the Teaching Systems Lab (TSL) have provided a vision of how K-12 schools can design a rich ecosystem for a more AI literate populace. See their new guidebook, “A guide to AI in schools: Perspectives for the perplexed. MIT Teaching Systems Lab.” Available: https://tsl.mit.edu/ai-guidebook/  and https://tsl.mit.edu/wp-content/uploads/2025/08/GuideToAIInSchools.pdfAs part of these efforts, they have produced books, films, podcast shows, and other timely resources to promote a more active and engaging pedagogical approach with AI tools and platforms. In fact, Justin and his colleague Jesse Dukes recently designed a 7-episode podcast series called “The Homework Machine.” As schools continue to grapple with the arrival of and experimentation with generative AI, “this timely series explores how the technology is reshaping the daily lives of K–12 teachers, staff, and students.” In Episode #259 of Silver Lining for Learning, you will discover how The Homework Machine takes listeners inside real classrooms and conversations to get a reality check in terms of generative AI in education. As Dr. Reich details with candid interviews and stories from K-12 students themselves, the series lays out both the promise and peril of this new tech in education.Justin Reich is an associate professor of digital media in the Comparative Media Studies/Writing department at MIT and the director of the Teaching Systems Lab. He is the author of Iterate: The Secret to Innovation in Schools and Failure to Disrupt: Why Technology Alone Can’t Transform Education, and he is the host of the TeachLab Podcast.  In addition, Justin is the co-host of The Homework Machine, a limited series podcast about AI in schools. Justin Reich earned his doctorate from the Harvard Graduate School of Education and was the Richard L. Menschel HarvardX Research Fellow. He is a past Fellow at the Berkman-Klein Center for Internet and Society. His writings have been published in Science, Proceedings of the National Academy of Sciences, Washington Post, The Atlantic, and other scholarly journals and public venues. He started his career as a high school history teacher, and coach of wrestling and outdoor adventure activities. Follow Justin on Twitter or Google Scholar. More about Justin can be found at:https://tsl.mit.edu/team/justin-reich/Jesse Dukes is a veteran journalist, podcast producer, and researcher. He was a senior producer of podcasts at WBEZ, Chicago for seven years, serving as the longtime audio producer at Curious City, and producing Season 4 of Motive. He has taught audio storytelling at the Center for Documentary Studies at Duke, and Denison University. Jesse is the co-host of The Homework Machine, a limited series podcast about AI in schools.Resources:Justin Reich (PI and MIT Teaching Systems Lab Director), Jesse Dukes, Josh Sheldon, Julie M. Smith, Manee Ngozi Nmani, & Natasha Esteves (2025, November). A guide to AI in schools: Perspectives for the perplexed. MIT Teaching Systems Lab. Available: https://tsl.mit.edu/ai-guidebook/  and https://tsl.mit.edu/wp-content/uploads/2025/08/GuideToAIInSchools.pdfJustin Reich (2025, November 5). Stop Pretending You Know How to Teach AI; Colleges are racing to make students ‘fluent.’ One problem: No one knows what that means. The Chronicle of Higher Education. Available: https://www.chronicle.com/article/stop-pretending-you-know-how-to-teach-aiMIT Teaching Systems Lab: https://tsl.mit.edu/  Join the conversation at silverliningforlearning.org 

Rehearsing Reality through AI: How Simulations Build Better Teaching with Rhonda Bondie, Julie Cohen, & Lisa DeikerPurpose statementHow can teachers rehearse the toughest moments of teaching—without real students in the room? This episode explores how authentic simulations, powered by new technologies and AI, are transforming teacher preparation and professional learning. Guests Lisa Dieker, Julie Cohen, and Rhonda Bondie discuss how simulation can personalize feedback, deepen reflection, and build more effective educators.DescriptionHow can teachers learn the art of teaching in the same way pilots learn to fly or nurses learn to save lives? This episode of Silver Lining for Learning explores how authentic simulations are transforming teacher preparation and professional growth. Advances in technology now allow teachers unlimited opportunities to practice the hardest moments of teaching, with immediate feedback and opportunities to try again. For example, teachers can rehearse listening and responding to caregivers during difficult conversations. They can also practice responding to a wide variety of students’ learning needs, in the moment, on their feet.. However, simulations are not risk-free, this episode explores the opportunities, benefits, and dangers of simulated teaching practice with and without AI driven tools.Our guests, Rhonda Bondie, Julie Cohen, and Lisa Dieker, share their insights on the design, research, and implementation of simulated practice in education. Together, they trace the evolution of simulation technologies, discuss how these tools can be personalized to educators’ needs across their careers, and examine the opportunities and risks posed by AI-driven teaching simulations.Join us to imagine how simulation could reshape what it means to practice teaching.More about our guests below the videohttps://youtu.be/yIMSgs4AoScReadings and Resources: Dieker, L., Hughes, C., & Hynes, M. (2023). The Past, the Present, and the Future of the Evolution of Mixed Reality in Teacher Education. Education Sciences, 13(11), 1070. https://doi.org/10.3390/educsci13111070Bondie, R., Zusho, A., Wiseman, E., Dede, C., & Rich, D. (2023). The potential of differentiated and personalized teacher learning through mixed reality simulations. Technology, Mind, and Brain, 4, (1) Spring 2023. Special Collection: Learning in Immersive Virtual Reality. doi: 10.1037/tmb0000098 https://tmb.apaopen.org/pub/4gk68milCohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational evaluation and policy analysis, 42(2), 208-231.https://doi.org/10.3102/016237372090621Episode GuestsRhonda Bondie is an associate professor in special education at Hunter College, Deans Fellow, and the director of the Hunter College Learning Lab. Rhonda spent over 20 years in urban public schools as both a special and general educator. Rhonda’s co-authored book, Differentiated Instruction Made Practical, was recently translated into Portuguese, is used by teachers in more than 30 countries to ensure all learners are thriving every day. Rhonda’s research examines how teachers develop inclusive teaching practices through new technologies available at https://agileteacher.org/.Julie Cohen is the Charles S. Robb associate professor at the School of Education and Human Development at the University of Virginia. Her research focuses on teacher learning and skill development. For the past nine years, she has led the TeachSim lab at the University of Virginia where her team has designed over seventy simulation-based learning experiences for teachers. Her published work has documented the benefits of mixed reality simulations as both a practice space and assessment platform for beginning teachers.  With support from the Bill and Melinda Gates Foundation and the Charles and Lynn Schusterman Family Philanthropies, she is working with Mursion to design a curriculum of AI-driven simulation modules for teachers.Lisa Dieker, Ph.D. is Williamson Family Distinguished Professor of Special Education at the University of Kansas and Director of FLITE (Flexible Learning through Innovations in Technology and Education). Her research examines inclusive education, teacher preparation, and the use of technology, including AI and mixed-reality simulation, to support students with disabilities in STEM. She co-founded the TeachLivE™ simulator and holds six patents in education and technology. She has authored seven books and over 100 scholarly publications. She has received numerous awards, has provided over 200 keynotes, and served as editor for four academic journals.   Join the conversation at silverliningforlearning.org 

Welcoming 2025 with hosts Chris Dede, Lydia Cao, Punya Mishra & Curt Bonk  Join the conversation at silverliningforlearning.org 

We all know the story by now. When schools fail to engage their students, it results in student boredom, and, ultimately, chronic absence and feelings of learned helplessness. As would be expected, the effects of students not attending school is that test score gaps are widening. Such scenarios are particularly acute in high-poverty schools and among historically marginalized youth. In response, during the past five years (since 2021), the state of California has made an unprecedented investment of over $4 billion to try a new approach called community schools. The California Community Schools Partnership Program (CCSPP) is committed to offering a whole-child, community-engaged approach filled with richer and more meaningful learning experiences in a climate that is welcoming and provides a sense of belonging. The instructional strategies of a CCSPP school support learner motivation, sense of learning competence, and ability to engage in self-directed forms of learning, The pillars of CCSPP include (1) Integrated student supports; (2) Family and community engagement; (3) Collaborative leadership practices; and (4) Extended learning time and opportunities. But what are the results of this investment, you ask? Well, on September 16, 2025, Walker Swain and his colleagues at the Learning Policy Institute published an initial report on the evidence to date. To find out the results, you can download the report at the links provided below. You can also attend or listen to Episode 255 of Silver Lining for Learning and find out more specifics about the Impact and Outcomes of the California Community Schools Partnership Program. It promises to be a most important and interesting show.Walker Swain is a Principal Researcher at the Learning Policy Institute, where he specializes in developing equity-oriented policy research and advising state and federal education policy. Currently, he works with LPI’s Educator Quality and Equitable Resources and Access teams. He has coauthored studies in academic journals including Educational Researcher, Sociology of Education, Economics of Education Review, Educational Evaluation and Policy Analysis, and the American Educational Research Journal on a range of education and broader public policy issues.Before joining LPI, Swain served as an American Educational Research Association/American Association for the Advancement of Science Congressional Fellow in the United States Senate working on education and labor policy for Senator Tim Kaine, a member of the Senate Health Education, Labor, and Pensions Committee. He was also previously Associate Professor of Education and Public Policy at the University of Georgia, where he was honored with the Mary McCleod Bethune Educator Award for efforts to advance social justice in the classroom and beyond. He began his career as a middle school science teacher and basketball coach in Louisville, KY. Swain holds a PhD in Leadership and Policy Studies from the Peabody College of Education and Human Development at Vanderbilt University, an MPP From Duke University, an MAT in Secondary Science from the University of Louisville, and a BA in Political Science and Biology from the University of North Carolina, Chapel Hill.Anna Maier is a Senior Policy Advisor and Researcher at the Learning Policy Institute and co-leads the Whole Child Education team, with a focus on community schools. She is the lead author of Community Schools as an Effective School Improvement Strategy: A Review of the Evidence and Technical Assistance for Community Schools: Enabling Strong Implementation. Her policy work and research focuses on federal, state, and local investments in community schools, with a particular focus on California. Maier has experience with a variety of roles in K–12 education. She began her career managing an afterschool program for elementary school students in Oakland and went on to teach 2nd and 3rd grade in the Oakland Unified School District and Aspire Public Schools. She was also a member of the research and evaluation team at Coaching Corps, a youth sports nonprofit in Oakland. As a graduate student fellow with the Center for Cities & Schools at UC Berkeley, she worked with West Contra Costa Unified School District on implementing a full-service community schools initiative. Maier received an MPP from the Goldman School of Public Policy at UC Berkeley, a Multiple Subjects CLAD teaching credential from the New College of California, and a BA in Psychology and Education Studies from Carleton College.Melanie Leung-Gagné is a Researcher at the Learning Policy Institute. She is a quantitative researcher focused on school discipline and the educator workforce. Her analyses combine complex survey data sets to identify high-leverage opportunities for federal and state policy interventions that will improve education quality and equity. Her specific issue areas include discipline disparities, school climate, teacher shortages, teacher diversity, principal professional learning, and curricular access. Prior to joining LPI, she worked as an education journalist in Hong Kong and as an education researcher in India and the United Arab Emirates. She was also an English and music teacher at an elementary school for migrant workers’ children in mainland China. Leung-Gagné holds an MA in International Education Policy Analysis from Stanford University and a BSc in Journalism and Communication from the Chinese University of Hong Kong.Cassandra Rubinstein is a PhD Candidate in Teacher Education and Learning Sciences at North Carolina State University and works as a Research and Policy Consultant at LPI. At LPI, she supports a range of projects dedicated to school and system redesign, including strengthening systems to support community schooling as a strategy for school transformation. She has years of experience managing district intervention programs and serving as a district grant coordinator in California public schools. Her research explores topics such as school segregation, equity-focused principal preparation, curricular interventions, and programs for multilingual students in public schools.Some relevant links:Learning Policy InstituteCommunity Schools Impact on Student Outcomes: Evidence From CaliforniaThis report can be found online at https://learningpolicyinstitute.org/product/ca-community-schools-impact-student-outcomes.Swain, W., Leung-Gagné, M., Maier, A., & Rubinstein, C. (2025). Community schools impact on student outcomes: Evidence from California. Learning Policy Institute. https://doi.org/10.54300/541.498 Join the conversation at silverliningforlearning.org 

Today we’re diving into Critical AI in K–12 Classrooms by Stephanie Smith Budhai and Marie K. Heath, a powerful guide helping teachers and students navigate the promises and perils of AI in education with justice, equity, and critical awareness at the core. Dr. Stephanie Smith Budhai (she/her), Associate Professor at University of Delaware, is an award-winning educator and author whose work bridges technology, equity, and civic engagement. Dr. Marie K. Heath (she/her), Associate Professor at Loyola University Maryland is dedicated to dismantling oppression in schools and technology. They both bring deep expertise and insight to this timely conversation.Stephanie and Marie’s book is designed as a practical guide for teachers and students navigating the complicated intersection of artificial intelligence, education, and justiceArtificial intelligence is rapidly integrating into today’s classrooms, and like other technologies, AI has the potential to harm, though at a larger scale, making it difficult to take advantage of its benefits. In Critical AI in K–12 Classrooms, Stephanie Smith Budhai and Marie K. Heath draw attention to the biases embedded within AI algorithms, such as those powering OpenAI’s ChatGPT and DALL-E, to guide students and teachers in developing strategies to best incorporate AI—or not—into equitable learning.AI’s reliance on existing data and knowledge systems means Black, queer, those with disabilities, and other marginalized students are at greater risk of being harmed by built-in limitations and bias. Budhai and Heath show how to circumvent if not actively resist such harms as machine learning, NLPs, LLMS, and GenAI enter the classroom, with practical examples rooted in culturally sustaining, abolitionist, and fugitive pedagogies across disciplines. Their practical guide creatively answers the concerns of educators committed to forward-thinking yet fair instruction and the needs of students eager to use AI for just ends.Critical AI in K–12 Classrooms meets the challenges of a key STEM technology with an eye toward cultivating a more just world. Balancing responsible learning with the joy of discovery, Budhai and Heath build a framework for AI instruction that all educators can confidently use.About our guests:Dr. Marie K. Heath (she/her) is not a robot, but she refuses to prove it to Google’s CAPTCHA. She currently works as Department Chair for Education Specialties and as an Associate Professor of Learning Design and Technology at Loyola University Maryland. Prior to her work in higher education, Marie taught high school social studies in Baltimore County Public Schools. Her scholarship interrogates schools and technologies as current sites of encoded oppression, and labors to advance more just technological and educational futures. She is co-editor of the CITE Social Studies Journal, co-founder and co-executive director of the Civics of Technology project, and a Faculty at the Center for Research and Evaluation at Loyola University Maryland. If you ask generative AI a question about Marie, it replies with the Mariah Carey “I don’t know her” meme.Stephanie Smith Budhai, PhD, is an associate professor in the Educational Technology program at the University of Delaware and is the recipient of an Excellence in Teacher Education Award from the International Society for Technology in Education (ISTE). Her interdisciplinary research and practice lies at the intersections of technology, equity and civic engagement, across myriad K-16 settings. She is a council chair for the Society for Information Technology and Teacher Education (SITE) and advisory board member for the Association for Educational Communications and Technology (AECT) Center of Excellence for Publishing. Stephanie has published over eighty practitioner articles and nine books to support teaching, learning, and technology in education, two of which have been translated into Arabic.  Most recently she published, Critical AI in K-12 Classrooms: A Practical Guide for Cultivating Justice and Joy (Harvard Education Press) and Culturally Responsive Teaching Online and In Person (Corwin). She holds K–12 teaching certifications in technology education, instructional technology, elementary education, and special education. Join the conversation at silverliningforlearning.org 

When the Alekain Foundation launched the Claim Your Diploma Initiative in November 2024, they received 831 applications within two weeks. These applicants came from across 22 provinces and six ethnic groups in Afghanistan—a powerful testament to hope, resilience, and an unquenchable thirst for education.In this episode, we'll take you inside a journey of transformation that started over a year ago as a quest to provide an accredited, asynchronous, and self-paced high school education to young women and girls in Afghanistan. The program is funded by the Alekain Foundation, a 501(c)(3) nonprofit incorporated in the State of Arizona, offered by Smart Schools International, an accredited private high school that provides high-quality academic programs and curriculum paired with the flexibility and support students outside the U.S. need to be successful, and complemented by group therapy education sessions to help students process stress, strengthen emotional well-being, and build the resilience to keep growing.Today, the program supports 29 bright, resilient girls in its inaugural cohort, representing five ethnic groups and nine provinces. Through this initiative, Alekain provides no-cost secondary school classes between grades 9 and 12, culminating in an internationally accredited high school diploma that opens the way for higher education. The program follows a fully asynchronous model, allowing students to complete courses and milestones at their own pace, based on their availability. Each student is paired with a female American college student who provides academic, personal, and psychological support through a robust peer mentorship program. And because access to technology is a significant hurdle, the Foundation provides each girl with a laptop and a monthly internet plan.But the support goes deeper than academics and technology. Parents are engaged from the outset—they attend interviews to express consent and elaborate on their hopes and dreams for their daughters, then sign a parental agreement during onboarding. English as a Second Language courses are offered to ensure inclusion of students who don't initially qualify, facilitating their potential entry in future admissions cycles. In June 2025, the Foundation launched mental health support through two professionals who provide group therapy education to students, along with mentorship and training for peer mentors. This focus on mental and emotional well-being is a necessary innovation that ensures students achieve academic success and meet program milestones. After graduation, the Foundation intends to offer advising and assistance with college admissions to help students pursue higher education abroad.The Foundation is committed to supporting 30 students annually between 2026 and 2029. And the need is urgent: for over four years now, nearly 4 million girls have been barred from secondary schools in Afghanistan, with the number denied access to higher education remaining unknown. This isn't a COVID-like loss of learning—it's a denial of basic human rights and a crisis for the future of an entire generation.The theory of change driving this work is simple yet critical. When girls can access secondary education, they can build better, more stable, and resilient futures for themselves, their families, and societies. They are less likely to marry young, more likely to lead healthy and productive lives, they earn higher incomes, and they can make better decisions for themselves, their families, and their communities.In today's episode, you'll hear how this initiative is working to turn that theory into reality—one laptop, one mentor, one diploma at a time.More about our guests belowNasir KaihanNasir Kaihan is the founder and president of the Alekain Foundation. He is a Ph.D. student in Education Policy and Evaluation at Mary Lou Fulton Teachers College, Arizona State University, where he also serves as an Assistant of Monitoring, Evaluation, Research and Learning for the Education for Humanity Initiative. He graduated with a Master of Arts in Educational Leadership from Western Michigan University and was a distinguished Fulbright program fellow in 2018.Nasir has over eight years of experience working in programming, program reviews, monitoring and evaluation, and policymaking focused on migrants, IDPs, returnees, and host communities with UNESCO; advancement in higher education with the American University of Afghanistan and International University partnerships with USAID, and the University of Massachusetts Amherst in Afghanistan, Pakistan, and Mexico. His career and research interests lie in the access, success, retention, and graduation of refugee and bilingual learners, girls, and other disadvantaged segments of society. Nasir has led, attended, and presented at more than ten conferences and workshops in Afghanistan and internationally.Laura PayneAt Smart Schools International, academic manager Laura Payne transforms the lives of students across the globe by helping them earn their American high school diplomas. Her role is more than academic support—it’s a cultural exchange that bridges differences and inspires learning for both her and her students.Laura works with students from diverse cultures, languages, and life experiences, which she describes as the most enriching part of her job. “Speaking with my students is educational for me,” she says. “I learn through them and discover how vast and varied the world truly is.”This mutual learning also opens the door for her students to better understand American culture and customs. For Laura, this exchange is vital to their growth. She encourages them to ask questions freely, no matter how simple or unfamiliar the topic may seem. “What may be common knowledge for Americans can be entirely new to them,” she explains. “That’s why I always say: Ask, ask, and ask again.”Laura’s mentoring style goes beyond academics. Many of her students dream of studying at American universities or working in the U.S., and they rely on her as a trusted source of guidance. She takes pride in being more than an advisor—she’s a mentor, a cultural guide, and a problem-solver for their aspirations.Her students span the globe, from Saudi Arabia to Latin America, England, and beyond—anywhere with access to the internet. For many, the program is a practical and affordable way to achieve their American diploma. Some even pursue dual diplomas, completing Smart Schools’ program while continuing their education in their home countries.Laura’s dedication ensures that each student, regardless of their background, feels supported, informed, and empowered to reach their goals. Her advice? “Make the most of me as your advisor—ask anything and everything. I’m here to help you succeed.”Through her commitment and curiosity, Laura Payne exemplifies what it means to be a mentor in a global education program, enriching lives one student at a time: I have worked in education for over 20 years and found this to be my passion. I have pursued psychology in my undergraduate and postgraduate work. I am ABD with a PhD in Industrial/Organizational Psychology, and I am working on a Master’s in counseling. I find motivation as an area that I strive to help build in students and people. Motivation can be tricky, as what motivates one does not motivate another.Ginger SmithI am a Marriage and Family Therapist licensed in Indian, Ohio and Kentucky.  I have a Bachelor's Degree from Johnson University in Knoxville, TN and a Master's Degree from Indiana Wesleyan University.  I am grateful for the training and passion that both of these schools instilled.I spent several years in Owensboro, KY working with the International Center to help resettle and provide mental health support for refugees who have found safety from their country of origin.  It changed my world view, more than any missionary work I have ever been a part of.  I have learned so many beautiful lessons and experienced some of the most powerful reminders of  hope from the men, women, and children that I have worked with.The funding provided curriculum and the opportunity to help newly resettled individuals and families in Owensboro find hope in the idea that their experiences in the resettlement are in many ways universal to the experience of fleeing from a home that has become unsafe to a new home that feels anything but that. Using the curriculum, we formed groups that  focused on the common phases of resettling to expect, the common mental health and physical challenges that are seen, and ways to manage and seek help when they  need more support in finding emotional wellness.  I was fortunate enough to find ways to continue supporting families in the Cincinnati/Northern Kentucky area when we relocated in 2021.I have spent nearly 20 years working with families who need support to improve their marriages, their parenting, and their view of self. I have also spent nearly 20 years working with children, teens and adults who have experienced trauma.  I have seen the ways these memories and experiences have affected relationships, mental health, view of self and others.I love my work and feel so honored to get to participate in any way that I can in supporting and learning from families who have experienced such traumatic circumstances that fleeing from their homes was the only option. Join the conversation at silverliningforlearning.org 

What happens when young people refuse to be passive consumers of the future being built around them? The Youth Futures Studio (YFS) at Quest Alliance is flipping the script on how we think about youth, technology, and the future by asking a crucial question: How are megatrends like climate change and AI shaping young people's lives—and what futures do they want to inhabit?Rather than accepting predetermined futures, YFS empowers young people to imagine and articulate alternatives. The studio operates on a simple but radical premise: futures exist only in our imagination, making them a powerful tool for understanding how megatrends will affect us. And crucially, no trend is destiny—at any moment, multiple possible futures exist, waiting to be shaped by the choices we make today.More about the YFS program and our guests below the videohttps://youtu.be/SweZpYX_iisYFS focuses on three pillars:Understanding how young people are experiencing megatrendsBuilding capacity of young people to imagine alternate futures through futures thinking pedagogyBring youth voices to the decision making tableThe studio began with climate change, developing an emancipatory climate futures literacy pedagogy that helped young people move from individual understanding of climate issues to systemic thinking—and from there, to imagining their preferred climate futures. Now, YFS has turned its attention to another force reshaping young lives: artificial intelligence and emerging technologies. The team recognized something urgent: AI is already laying the foundations of the world young people will inhabit, yet these young people feel they have no agency in influencing that change. They feel trapped into passively accepting futures being decided for them.YFS engaged with over 200 young people in government secondary schools and vocational training institutes to understand their digital lives. The results were striking: 2 out of 3 young people couldn't clearly define what Artificial Intelligence was—yet AI is already reshaping their education, employment prospects, and daily lives. Without reliable information or critical engagement tools, young people were making meaning of these technologies entirely on their own terms, filling the knowledge gap with whatever they could piece together.The Response: Critical AI Futures PedagogyThis gap led YFS to create a Critical AI Futures pedagogical framework that goes beyond simply teaching young people what AI is—it empowers them to engage critically and imagine differently. The framework enables young people to understand AI and situate it within their social context rather than seeing it as an abstract or inevitable force, articulate their anxieties about probable AI futures not to dwell in fear but to transform those anxieties into critical questions, challenge and reject dominant AI narratives that position them as passive users, imagine and articulate alternate community-centered AI futures, and ultimately claim agency to create their preferred futures rather than accepting what's handed to them.This engagement culminated in something unprecedented: India's first Youth AI Charter: A Critical AI futures pedagogical framework that helps young people to:Understand AI, engage with it critically and situate it in their social contextEnables them to articulate their anxieties about probable AI futuresUse anxiety as a site of transformation to challenge and question and reject the dominant AI narrativesEmpowers them to imagine and articulate alternate AI futures which are community-centeredEmpowers them with agency to imagine and create their preferred AI futuresIn this document, young people refuse their assigned role as passive consumers of AI and instead articulate how AI should serve their communities and shape their lives. They propose a reversal of priorities—prioritizing care over efficiency, focusing on human and environmental wellbeing, centering labor dignity. Their vision is building a Viksit Bharat (Developed India) with a genuinely human, environment, and labor-centric approach to AI—not despite artificial intelligence, but by reshaping how it's developed and deployed.The Youth Futures Studio's work reminds us that the future isn't written yet. Young people aren't just subjects of change—they're architects of possibility. By giving them the tools to think critically, imagine boldly, and articulate clearly, we're not just preparing them for the future but ensuring they have a hand in creating it.Our guestsBhawna Parmar: Bhawna is a researcher-designer working at the intersection of youth, digital cultures and participatory futures. She has set up and currently leads the Youth Futures Studio at Quest Alliance, India.Tanvi Negi: Tanvi is the Director of Monitoring, Evaluation and Research at Quest Alliance. Join the conversation at silverliningforlearning.org 

We stand at a pivotal moment—B.G. (Before GenAI) and A.G. (After GenAI)—when education must transform to prepare learners for an AI-driven world. This keynote explores how AI Coaching, SMILE (Stanford Mobile Inquiry-based Learning Environment), and AI SANA, a national program training 600,000 students to use AI for job creation, are redefining learning.Bringing together Kazakhstan’s AI & Entrepreneurship Initiative, Korea’s AI Coach program, and a global K-12 AI Competency Curriculum, the talk introduces meta-AI competency—the ability to creatively harness AI to solve complex problems. Grounded in the 6Cs—collaboration, communication, critical thinking, creativity, compassion, and commitment—it shows how education in the A.G. era must engage students in meaningful, timely learning experiences that build purpose, adaptability, and human-centered innovation.Readings and Resources:https://journals.sagepub.com/doi/abs/10.1177/07356331251314222https://primeminister.kz/en/news/ai-sana-business-acceleration-programme-for-startups-to-be-launched-in-kazakhstan-29792Episode GuestPaul KimDr. Paul Kim is the Founder and President of Seeds of Empowerment, a global social innovation incubator he established in collaboration with Stanford University graduate students in 2004. He served as the Chair of the International Expert Committee on Education Technology at the World Bank and advises Silicon Valley venture capital firms including Lumos Capital and Roble Ventures.As the former Associate Dean and Chief Technology Officer of Stanford University's Graduate School of Education, Dr. Kim dedicated 24 years to advancing learning technology for marginalized communities worldwide. He also launched the Entrepreneur in Residence (EIR) Program and developed a learning innovation design challenge, serving as an edtech startup incubator for Stanford students.Dr. Kim now focuses on global learning technology and entrepreneurship initiatives in the Eurasian region, including designing advanced learning labs in Beijing centered on smart farming, VR/AI, biotech, and aerospace mobility. He also spearheads an entrepreneurship & AI education program with Kazakhstan's Ministry of Science and Higher Education. In addition, he launched an AI-powered student learning journey planner for the Metro School District of Incheon, Korea. Join the conversation at silverliningforlearning.org 

Celebrating 250 Episodes: Hosts Reflect with Chris Dede, Curt Bonk. Lydia Cao, Yong Zhao, & Punya Mishra  Join the conversation at silverliningforlearning.org 

Making Through Contemplation:Transforming How We Teach Inquiry with Raaghav Pandya and Talya SteinReimagining STEM education: How contemplation and self-inquiry create innovative learning experiences that empower students through making, design, and creative problem-solving.This episode explores how two innovative educational initiatives are transforming STEM learning in New York City and beyond, creating powerful experiences that engage students through making and creative problem-solving.Dr. Raaghav Pandya and Talya Stein represent complementary approaches to STEM education that emphasize hands-on learning and student empowerment. Through NYC FIRST's STEM Centers, Talya has spent a decade designing learning environments where students discover their capabilities by building robots, using advanced equipment, and participating in collaborative competitions. As the Senior Program Manager who helped launch two STEM Centers, she's witnessed how making—when students design, build, and experiment—creates the most powerful learning moments and complements traditional classroom education.Dr. Pandya’s work, in education, design, and beyond, builds on this foundation of first-person experience, informed by the philosophies of contemplative and wisdom traditions. In fact, as Director of the Innervate Makerspace and co-founder of The ROOTS Movement, he designs experiences at the intersection of science, aesthetics, and self-inquiry - thereby adding dimensions of well-being and inner exploration to technical education. Together, these educators demonstrate how STEM learning can be enriched to develop not just technical skills but whole human beings ready to approach challenges with creativity, purpose, and a balanced perspective.More about our guests below the videohttps://youtu.be/dFPj-YURdIkOur GuestsDr. Raaghav Pandya is a professor, scientist, writer, and designer, whose work is centered on revolutionizing learning through the integration of self-inquiry and creativity. Former NASA scientist, he currently serves as Assistant Professor in teacher education at the CUNY New York City College of Technology. There, he is also Director of the Innervate Makerspace: a design and engineering classroom that concentrates on developing STEM professionals, educators, & curriculum through contemplative philosophy. As a faculty fellow at Columbia University’s Gordon Institute for Advanced Studies, he studies the intersections of wisdom traditions, activism, and nature of science. He is also co-founder of The ROOTS Movement, a non-profit organization working in classrooms and media spaces through the intersection of wisdom philosophies, creativity, and wellbeing.LinksLinkedInThe Roots MovementTalya Stein is a Senior Program Manager at NYC FIRST, where she has spent the past decade designing and leading innovative STEM learning experiences as part of a passionate team. She helped launch the NYC FIRST STEM Center on Roosevelt Island eight years ago and, more recently, worked with colleagues and community partners to open a second center in Brooklyn’s District 13 focused on K-8 education. Talya collaborates with teachers, students, and fellow makers to build curricula, coach robotics teams, and bring FIRST LEGO League to every middle school in the district. She believes the most powerful learning happens through making—when students design, build, and experiment—and that the STEM Center’s role is to complement and support what schools are teaching, enriching classroom lessons. Join the conversation at silverliningforlearning.org 

The twenty-first century is filled with exciting learning pathways leading to innovations in degrees and novel credentialing opportunities. One such innovation is the micro-credential. A micro-credential is a record of the skills or learning outcomes that one has acquired. Typically, the skills and competencies can be assessed and validated in a clear and transparent way by a trusted provider. Along the way, these skills might complement or contribute to other micro-credentials. Micro-credentials are also a flexible, accessible, and cost-effective way for individuals to keep up with the constantly changing demands of the workplace. Adult learners who lack time or sufficient funds for formal residential degree programs find micro-credentials highly attractive and beneficial for their life goals and ambitions as well as the practical realities of maintaining one's employment in a fast-changing job market.  Ironically, the notion of the micro-credential breaths new life into the term lifelong learning. Other terms for micro-credential include nano degree, digital badge, open badge, mini degree, and certificate. In this episode of Silver Lining for Learning, we will hear from leaders in Mauritius about what has been taking place in their country in terms of micro-credentials. Recent government reports from Mauritius describe a national framework from regarding micro-credential for both Technical and Vocational Education and Training (TVET) and Higher Education (HE). For those wanting to learn more, some references are offered below. Note, in the coming months, we will likely have a follow-up to this episode or two on micro-credential in other parts of Africa. Exciting! Stay tuned.National Credit Value and Transfer System and Micro Credentials Framework in Mauritius, Professor (Dr) Romeela Mohee, CSK, April 11, 2005; Available: https://inq.gov.ao/pt/programas/ppt-3_mauritius_ncvts-and-mc_hec_prof-r-mohee.pdfMicro-credentials in Mauritius: towards a national framework for TVET and higher education (2025). Michaela Martin and Mairéad Nic Giolla Mhichíl, UNESCOhttps://www.iiep.unesco.org/en/publication/micro-credentials-mauritius-towards-national-framework-tvet-and-higher-education; Available: https://unesdoc.unesco.org/ark:/48223/pf0000392521Micro-credentials in Mauritius (2024, June 18). Dr Ramesh RamdassProf Romeela Mohee, the Higher Education Commissioner of Mauritius Prof Romeela Mohee is currently the Higher Education Commissioner of Mauritius, whereby she is responsible for regulating all public and private universities, as well as funding of public universities in Mauritius. She is driving transformative projects at national level, and the Technology-Enabled Learning Project for public universities. Recently she had led the development of AI guidelines for Higher Education and AI capacity building for academics in Mauritius. Prof Romeela Mohee holds an engineering degree in Energy and Environment from a Grande Ecole d’Ingenieurs, the Institut National des Sciences Appliquées de Lyon, France, (under a French Scholarship) and a PhD from the University of Mauritius. She has been decorated by the Mauritian government in 2014 as the Commander of the Star and Key of the Indian Ocean and decorated by the French government as ‘Officier dans l’Ordre National du Merite in 2016. Prof. Mohee has 36 years of academic experience as a Professor and Head of Department in the field of Chemical and Environmental Engineering, as well as Dean of the Faculty of Engineering from 2009 to 2012. She has also held the position of Vice Chancellor of the University of Mauritius, the national university regrouping 10,000 students from 2013 to 2016. She was also the National Research Chair in Solid Waste Management at the Mauritius Research Council.Prof Mohee is an experienced Education Specialist with a demonstrated history of working in the development of higher education models and policies. She has worked at the Commonwealth of Learning from 2017 to 2020 as an Education Specialist and has assisted many Commonwealth member states in their development of higher education policies and strategies. She expertly guided governments and institutions on e-learning for sustainable development, quality assurance and employability. She has published over 200 international research and conference papers, edited 8 books, 4 book chapters, and has supervised to date more than 50 undergraduate and 30 masters and doctoral students in the field of energy and environmental engineering. Scopus ID: 19934178700 and h-index: 29. Professor Mohee has received a number of awards and recognitions including the winner of the African Union best woman scientist award for Science Technology and Innovation in 2009. She is a fellow of the Royal Society of Chemistry (UK) and a Fellow of the Mauritius Academy of Science and Technology (FMAST), Honorary Fellow of the Institute of Chemical Engineers UK (F IChemE) and she is among others an Associate member of the International Association of Universities (IAU). She is also a Member of the Steering Committee for the Research Management Programme in Africa (ReMPro Africa).Dr. WJ Green, Chief Executive Officer of the Council on Higher EducationDr Green is currently the Chief Executive Officer of the Council on Higher Education, an organisation mandated to conduct research on higher education, monitor trends in higher education, provide advice to the Minister of Higher Education and Training, and the apex organization for quality assurance of higher education in South Africa. He was previously the Chief-Director: Teaching, Learning and Research Development in the South African Department of Higher Education and Training. Dr Green has worked in a range of education settings, having served as a high school teacher, as a teacher education college lecturer, and as lecturer and senior lecturer at university level. He holds a Bachelor of Science, Higher Diploma in Education, Bachelor of Education Honours, Master of Education, all from the University of Natal/KwaZulu-Natal he earned his PhD from the University of Stellenbosch.Kirti Menon, Programme Director for the University of JohannesburgAssociate Professor Kirti Menon is the Programme Director for the University of Johannesburg - Department of Higher Education Future Professors Programme Phase 2. She is the Project Lead for UJ on the EU funded project the Potential of Microcredentials in Southern Africa. Until 2024 she was the Senior Director of the Division for Teaching Excellence at the University of Johannesburg. She has served on several national task teams, and her research focus is higher education with a focus on access, exclusion and redress. She is a Research Associate affiliated with the UJ Faculty of Education. She is widely published in the field of higher education, curriculum transformation, social exclusion and access. More recently, publications include a focus curriculum transformation commissioned by the CHE based on institutional audit reports.Kirti Menon: Google Scholar Profile; https://scholar.google.com/citations?user=ZePBm3sAAAAJ&hl=enResearch Profile available at https://www.researchgate.net/profile/Kirti-Menon Join the conversation at silverliningforlearning.org 

Episode 247 | Finding "Talent Together" for Free Teacher Training in MichiganWe need teachers. Despite the rumors of AI replacing teachers, in 2025, the country and the entire world is in need of teachers . And we need a society concerned for and supportive of education. In Michigan, there is one solution called Talent Together. Is it a success? Well, it is currently the largest registered apprentice program for teacher certification in the country. Listen or watch Episode #247 of Silver Lining for Learning and find out more.  During this episode, we will hear from Dr. Sarena Shivers who is the CEO and Excecutive Director of the program. Dr. Shivers will describe how Talent Together helps Michiganders become certified teachers. Amazingly, candidates receive their education FREE while earning an income. Importantly, it offers flexible pathways that center on each candidates needs. For more information, see Talent Together:  https://mitalenttogether.org/team. See Talent TogetherDr. Sarena Shivers- Talent Together CEO/Executive DirectorDr. Sarena Shivers is currently the CEO/Executive Director of Michigan’s Talent Together, the nation’s largest registered apprentice program for teacher certification in the country and the largest grow-your-own program in Midwest. With over three decades of experience in education – including over 20 years as an administrator. Dr. Shivers has a profound background of serving children, families and educators. Her career has spanned roles as a teacher, principal, program director, assistant superintendent and superintendent. In 2018, Dr. Shivers was recognized as a nominee for Michigan’s Superintendent of the Year. Most recently, she served as the Deputy Executive Director of Professional learning for the Michigan Association of Superintendents and Administrators (MASA), where she supported and fostered professional growth for superintendents and education leaders statewide.In addition to her storied career as a school leader, Dr. Shivers has also earned national recognition, including serving a four-year term on the Board of Directors for the Association for Supervision and Curriculum Development (ASDC). Known for her compassionate, adaptive, and resilient approach Sarena has made a tremendous impact on the education landscape here in the state of Michigan. In 2022, Dr. Shivers founded The Elijah Shivers JPS Foundation of Hope, a non-profit focused on research, awareness and patient advocacy for a rare disease, juvenile polyposis syndrome that her son was diagnosed with in 2012. In 2025, Dr. Shivers also launched her own leadership pipeline program—Midwest School Leaders of Color Network. Sarena is focused on leaving a legacy of BIPOC principals, central office administrators and superintendents in Michigan and 5 surrounding Midwest states.Dr. Shivers stays close to teaching, learning and leadership and remained on faculty at Eastern, Concordia and Madonna Universities working with undergraduate, graduate and doctoral level education candidates. On a personal level, Sarena is a writer and enjoys writing poetry and short stories. Dr. Shivers for years has worked across business, ministry and the healthcare sector and trains in ministry, public speaking, and public safety. She is active in the community through various board appointments, organizations, volunteerism and social justice/equity activism. Education at every level and in every way has and will always be her purpose and passion!Amy Peterson-Talent Together Regional Program Director.Amy Peterson Bio. Ever since childhood, I’ve had a passion for teaching. After graduating from Central Michigan University, I spent 27 years at Collins Elementary in Houghton Lake, Michigan, serving as a preschool teacher/director, first grade teacher, and elementary/middle school principal. I then became Superintendent/Principal of Mackinac Island Public School, where I worked to expand opportunities and build strong connections with stakeholders. Now as Regional Program Director for Talent Together in Northern Michigan, I’m committed to supporting educators, fostering collaboration, and helping students and staff succeed. I live in Thompson in Michigan’s Upper Peninsula, where my husband and I enjoy visits from our three adult children at our cabin on Lake Michigan.Chelsea Burke- Talent Together Educator Development SpecialistChelsea Burke is an Educator Development Specialist with Talent Together, supporting teachers across Northern Michigan, primarily in the Upper Peninsula. She earned her undergraduate degree in K–12 Special Education from Northern Michigan University, a master’s degree in special education with a focus in Autism from Oakland University, and an Education Specialist degree in Educational Administration and Leadership from Northern Michigan University. Before her current role, Chelsea spent over a decade as a special education teacher and served as a behavior and autism consultant. Over the last decade she has worked as a contingent instructor at Northern Michigan University, supporting future special educators. She lives in Michigan’s Upper Peninsula with her two daughters and enjoys hiking and exploring the outdoors whenever possible.Ken Taylor- Talent Together Teacher Graduate Ken Taylor Bio. My path to the classroom has been anything but traditional—but every step led me closer to where I was meant to be. I began with a degree in Theatre & Entertainment Arts from Northern Michigan University, followed by careers in law enforcement, funeral service, and over a decade as a school resource officer at the Hannahville Indian Community. With an inspiration to make an even greater impact in children’s lives I applied and was accepted as a Talent Together Resident Apprentice for the 2024-2025 school year.  I have since graduated from Talent Together and am now teaching my own 4th grade classroom at Menominee Elementary School in Menominee, Michigan. Join the conversation at silverliningforlearning.org 

Hosts reflect with Yong Zhao, Curt Bonk and Punya Mishra Silver Lining for Learning is an ongoing conversation on the future of learning with educators and education leaders from across the globe. Hosted by Chris Dede, Curt Bonk, Lydia Cao, Punya Mishra & Yong Zhao, these conversations began under the “dark cloud” of the COVID19 crisis and continue today. We see these conversations as space to discuss the creation of equitable, humanistic and sustainable learning ecosystems that meet the needs of all learners. These conversations are hosted every Saturday and are archived on https://silverliningforlearning.org Join the conversation at silverliningforlearning.org 

There is widespread concern about student cheating in schools, but why do we want students to do things that AI can do? If we free students from learning traditionally prescribed content, what else can they learn and how can learning happen?In a week-long summer camp held in Beijing, China last month (August 2025), over 100 middle and high school students from multiple cities in China and Australia explored these questions. The camp was organized by YEE Education under the Innovation, Creativity, and Entrepreneurship Education (ICEE) philosophy, which focuses on personalized learning to enable students develop their personal strength and interests, problem finding and solving to encourage students to find and solve authentic and meaningful problems, and building human interdependence through collaboration and problem solving for each other. In this camp, students from different backgrounds and with diverse expertise and interests used AI to explore their strengths, discover and refine problems and solutions, and investigate the meaning of human interdependence. The camp did not use traditional teachers. Instead, it used graduate students from different colleges in China as mentors.The camp significantly affected students' perspectives on education and learning. In this episode, we invite a group of students and teachers from University Senior College (USC) to reflect on their experiences at the camp and helps understand the question: What Is Worth Learning in the Age of AI?More after the videohttps://youtu.be/iQSwdD_7xPMRead more about the theoretical discussions about the program:If Schools Don’t Change, the Potential of AI Won’t Be Realized published in Educational Leadership. Available at: https://ascd.org/el/articles/if-schools-dont-change-the-potential-of-ai-wont-be-realizedArtificial Intelligence and Education: End the Grammar of Schooling published in ECNU Review of Education. Available at https://journals.sagepub.com/doi/full/10.1177/20965311241265124Paradigm Shifts in Education: An Ecological Analysis published in ECNU Review of Education. Available at: https://journals.sagepub.com/doi/full/10.1177/20965311241296162From Meritocracy to Human Interdependence: Redefining the Purpose of Education published in ECNU Review of Education. Available at:https://journals.sagepub.com/doi/10.1177/20965311251351988Participants:Students include Anita, Ari, Anika and Shayanne.Shayanne Lim is a Year 11 student at University Senior College (USC) in Adelaide, South Australia. She is currently studying Legal Studies, Politics, Business Innovation, Philosophy, and Accounting as part of her SACE pathway. Being immersed in USC’s university-style learning environment has strengthened her interest in pursuing further study in Law and International Relations, with a major in Business. Outside of her studies, she has worked in a range of part-time roles that centre on teaching, mentoring, and connecting with children, from volunteering at kids’ church on Sundays, to teaching sport, and hosting parties. In 2025, she participated in her first YEE Camp, where she especially enjoyed the new experience of learning alongside the young participants. The highlight for her was interacting with the children, and despite language barriers, she found it fun and rewarding to engage with them and share conversations across cultures. Her passions are in learning, helping others, and embracing new opportunities. She is particularly interested in Law and International Relations to advocate for social justice and global collaboration. She is also drawn to entrepreneurship and hopes to use her passion in educational reform and to contribute to a better society, whether through improving education systems for children or creating meaningful social initiatives.Anika Anantula is a Year 11 student at University Senior College (USC) in Adelaide, South Australia. She is currently studying English Literature Studies, Mathematical Methods, Biology, Psychology, Philosophy, and Economics as part of her SACE pathway. Being immersed in USC’s university-style learning environment has strengthened her interest in pursuing further study in Neuropsychology, specifically a Bachelor of Psychology (Honours) with a focus on Cognitive Neuroscience. She hopes to use this knowledge to better understand the human brain, contribute to improving educational and social systems, and support individuals in reaching their potential. Outside of her studies, Anika has gained experience working in roles that involve teaching, mentoring, and supporting others, including volunteering at a scout group, babysitting, and working in Coles’ online department. In 2025, she participated in her first YEE Camp, where she particularly valued learning to communicate beyond words, using gestures and symbols to connect across language barriers. The experience of teaching the children fostered a deep appreciation for educators’ resilience and highlighted the importance of patience, creativity, and adaptability, which she recognises as especially important skills in the rapidly evolving age of AI. Anika is passionate about helping others, exploring new experiences, and working outside her comfort zone. Her interest in neuropsychology is driven by a desire to understand the brain and use that knowledge to help people flourish. She is particularly committed to creating opportunities for children to thrive, both through educational initiatives and meaningful social contributions, aiming to make a positive impact on society.Ari Stevens is a Year 11 student at University Senior College (USC) in Adelaide, South Australia. She is currently studying Math methods, English literature, Economics, Design, Psychology, and currently undertaking AIF. USC’s unique learning environment has allowed her to fulfil her learning interests through the support of teachers and peers. She plans to further her studies at university and build a career path into the business field. Outside of School, Ari has gained experience working at several part time jobs and competed for 7 years in local baking competitions. This has allowed her to learn how to work independently, while supporting a team setting. She participated in the 2025 YEE Camp held in Beijing, where she valued the opportunity to meet international students and the chance to collaborate in their learning. The unique experience allowed her to grow new hope the future of education in the age of AI through the different perspectives she was able to encounter. Ari finds passion in learning about how others behave and in turn how the world works. She plans to fulfil these passions through her love of business, which will open the opportunity to find and discover new ways to benefit people. The invitation to YEE Camp was especially beneficial as she hopes to have the chance to travel with her career and work alongside teams worldwide to discover new insights about people around the globe.The teachers are:Michael JacobsenMichael Jacobsen works at University Senior College (USC) in Adelaide, South Australia. USC is a Senior High School located on the University of Adelaide’s main CBD campus and teaches Economics and Business Innovation to students in Years 11 & 12 (final two years of high school) and they progress through USC’s academic and pastoral care programs while being immersed in the ‘university experience’ on campus. He has taught at the school since it commenced in 2002 and previously taught in Sydney (Australia) and London (United Kingdom). He spent 10 years as the Dean of USC’s International Program 2010-2020. He is currently the President of the Economic Teacher’s Society of South Australia. In addition to his teaching load, he is also has a role organising and facilitating the USC Yr11 & 12 Mentoring Program at USC.Michael’s passion is working with and mentoring his students, early career teachers and experienced colleagues. At this stage of his career his goals include being as helpful as he can to these groups of people and helping them flourish. He loves nothing more than time with his family and friends, surfing and playing guitar; and walking the family dog with his wife.In 2023, 2024 & 2025 Michael and his USC colleague (Sam Franzway) have taught their cross-curriculum HIP Project course to five cohorts in Adelaide with their Society & Culture and Business Innovation students – they are also now ‘veterans’ of two YEE Education International Camps in China (Chongqing August 2024 & Beijing August 2025).Sam FranzwaySam Franzway is an early-career teacher of English and Humanities at University Senior College (USC) in Adelaide, South Australia. Before Sam became a teacher, he worked in the Graduate and Student Academic Assistance units at Flinders University, and the University of South Australia. This experience, in addition to two Masters degrees and a PhD, has informed his passion for teaching English, Humanities, and research skills in the senior school environment.Sam is also a writer, comedian, and photographer. He publishes two podcasts: Why Teach? Australia and Just Going For A Drive. In Why Teach?, Sam interviews experienced teachers about why they became a teacher, their experiences in schools, and what advice they would give themselves when they first started out. Just Going For a Drive is a comedy podcast about Sam’s hobby of cars and driving.In 2023, Sam and his USC colleague (Michael Jacobsen) were part of the YEE HIP Pilot in Adelaide with their Society and Culture, and Business Innovation students – they are back in 2024 to ‘do it all again’!  Join the conversation at silverliningforlearning.org 

What does it take to reimagine school from the inside out?ASU Prep Academy is an innovative, tuition-free public charter school network, serving students from Pre-K to grade 12. They also partner with other innovative schools to serve students across the US and around the world.In this episode of Silver Lining for Learning, we explore how ASU Preparatory Academy is designing innovative new school models that center student agency, hybrid learning, and real-world relevance. From microschools and flexible high schools to project-based learning across all grade levels and immersive tech experiences, ASU Prep is redefining what learning can look like. Its mission is to prepare students for college, careers, and life by combining rigorous academics with innovative learning models. Through options that include in-person campuses, hybrid programs, and ASU Prep Digital, students can personalize their educational experience and, in many cases, begin earning university credit while still in high school. With a strong emphasis on access, innovation, and preparing students for the future, ASU Prep Academy provides opportunities for learners across Arizona and beyond.These efforts are powered by the unique opportunity of being embedded within Arizona State University, one of the most innovative universities in the world—providing access to cutting-edge resources, partnerships, and a culture of experimentation that helps turn visionary school design into reality. Our latest models include a partnership with famous economist and author of Freakonomics, Steve Levitt, to create The Levitt Lab at ASU Tempe, Khan World School with Sal Khan of Khan Academy, and embedding real-world learning on ASU campuses and beyond through our Digital+ programs.Our guests, Megan Hanley, Executive Director of School Design, and Rachna Mathur, Senior STEM Strategist and AI researcher, share how their work blends personalized learning, emerging technologies like generative AI and VR, and bold pedagogical design.More about our guests below the videohttps://youtu.be/EWmBuwpByFwAbout our guests:Megan Hanley, Executive Director of School Design @ ASU PrepMegan Hanley is the Executive Director of School Design at ASU Prep. In this role, Megan helps to lead the innovation teams at ASU Prep including the Professional Development and Learning Initiatives, new school models including Khan World School and The Levitt Lab, college and career awareness, and STEM related projects. Megan has 16 years of experience in the field of education in Washington DC and Arizona, covering Pre-K–12th grade, having worked as a teacher, family advocate, program manager, educational and admissions coordinator, and as an Assistant Principal.Originally from Tempe, Arizona, Megan attended George Washington University where she received her Bachelor’s in Arts and George Mason University where she received her Master’s in Education.LinkedIn: https://www.linkedin.com/in/megan-hanley-238261a/The Levitt Lab: https://asuprep.asu.edu/tempe-levitt-lab/Khan World School: https://asuprep.asu.edu/khan-world-school/Dr. Rachna Mathur, Sr. STEM Strategist @ ASU PrepRachna Mathur is a STEM educator, computer engineer, and Kathak dancer with over two decades of experience bridging industry and education. A former software architect at Intel, she now serves as the STEM Strategist at ASU Preparatory Academy and founder of STEMology Club, championing K–12 initiatives in AI, robotics, and emerging tech. Rachna holds an Ed.D. from Arizona State University, where her research focused on AI literacy and ethical adoption of GenAI in schools.LinkedIn: https://www.linkedin.com/in/rachnamathur/Personal: https://www.rachnamathur.com/ Upcoming Event: https://tinyurl.com/microspark-2025 Join the conversation at silverliningforlearning.org 

Transforming Education with AI in India with Dr. Vinnie Jauhari, Ms. Swati Ganguly and Ms. Meenakshi UberoiIndia stands at the cusp of a transformative era in education, fueled by the integration of AI and digital technologies across its vast and diverse school ecosystem. With trailblazing leaders like Dr Vinnie Jauhari, Director Education at Microsoft Elevate, Swati Ganguly, CEO and Founder of Juana Technologies, and Meenakshi Uberoi, CEO and Founder of De Pedagogics, driving the movement, schools are embracing innovative tools that personalize learning, bridge educational divides, and empower both educators and students. From adaptive learning platforms and AI-powered assessments to immersive digital classrooms, these advancements are fostering critical thinking, creativity, and collaboration while making education more inclusive and accessible. Indian educators are leveraging digital content, real-time analytics, and cloud-based solutions to create engaging learning experiences that cater to students’ unique needs, regardless of their geography or background.This transformation, however, is more than just the adoption of new tools—it signifies a cultural shift towards lifelong learning and digital citizenship. AI-driven insights are enabling teachers to identify learning gaps early, offer targeted interventions, and ensure holistic development. Meanwhile, initiatives led by organizations such as Microsoft Elevate, Juana Technologies, and De Pedagogics are equipping teachers with the skills and confidence needed to navigate this digital landscape, fostering a mindset of innovation and adaptability. As India continues to invest in digital infrastructure and upskilling, the promise of AI in education lies not just in boosting academic outcomes, but also in preparing the next generation to thrive in a rapidly evolving global economy, making the dream of an empowered, future-ready India a tangible reality. The podcast focuses on how partnership between Microsoft and Training partners alongside Education leaders and teachers enabled creation of light house institutions. It also focuses on what it took hundreds of schools to make that transformative leap and get global recognition for their work. The podcast shares insights into some unique partnerships with State and National Boards of Education in India and scale interventions for skilling and teachers have been initiated.More below the videohttps://youtu.be/gE2J-uwyg7EReadings and Resources:Explore MS Learn for assets for skilling of Educators and students- Training | Microsoft Learn. This has free access to over 4500 modules on various areas such as AI, Security, Data Sciences, Cloud courses, pedagogical innovation for teachers. Create a profile and join for free and start a great skilling journey with Microsoft Learn.Explore MS Elevate to explore offerings for supporting skilling and education initiatives in Schools Elevating Communities | Microsoft ElevateExplore the AI for Education Resources on the link AI for education | Microsoft LearnInnovate with Teaching Pedagogy. The link to Educator Center on  MS Learn is here https://learn.microsoft.com/en-us/training/educator-center/programs/msle/overviewDevelop Applied AI Skilling through Hands on Labs here Microsoft Applied Skills | Microsoft LearnWhat does MS report say on leveraging AI in Education. Read more 2025 AI in Education: A Microsoft Special ReportLink to Shikshana Intervention on AI in Govt Schools Bing VideosLearning Accelerators in Education- Do the complete pathway for free at the link here Learning Accelerators for educators - Training | Microsoft Learn. It helps with increasing reading fluency with Reading Coach, Maths Skills with Maths Progress, confident presentations with Speaker Progress, Search Coach, AnalyticsAI for Educators- AI for educators - Training | Microsoft LearnEpisode GuestsDr. Vinnie Jauhari – Director Education, Microsoft Elevate, Microsoft CorporationDr. Vinnie Jauhari is a distinguished leader in education transformation at Microsoft India, where she spearheads strategic initiatives with the Ministry of Education, universities, and education boards. With a Ph.D. from IIT Delhi and a Postdoctoral Fellowship from United Nations University, Tokyo, she brings deep expertise in  Education technology, evangelism and AI-led innovation.Her work has impacted millions of educators and students across India, notably through large-scale skilling programs such as the Andhra Pradesh initiative, which certified nearly 100,000 students in AI, Data Science, and Cloud technologies. She has co-developed curricula in AI, Coding, and Data Science with national boards like CBSE and IB, earning recognition from India’s Minister of Education in 2023.Vinnie has cultivated vibrant educator communities, including the Microsoft Expert Educator network and Showcase Schools, driving national and global acclaim. A prolific academic, she has authored 13 books and published over 100 research papers. Her contributions have earned her multiple global awards, she was recently invited to speak at Harvard University’s AI Conference in March 2025. She won the Education Trailblazer award in August 2025 by InkWomen x Second Act for her contributions to the realm of Education.She has launched International Journals such as Journal of Services Research and Journal of Technology Management for Growing Economies and has led several global conferences in the realm of Services Management in partnership with international universities such as Oxford Brookes University, UK; Virginia Tech University, USA, Penn State University. She has edited several editions of International Journals like Worldwide Hospitality and Tourism Themes, International Journal of Contemporary Hospitality Management.Her work in Education at Microsoft had significant impact on  Education ecosystem in India leading to skilling of teachers in School and Higher Education, skill initiatives in School and Higher Education and adoption of AI curriculum in School Boards and Universities.Swati Ganguly – Director & Co-Founder – Juana Technologies Pvt Ltd.Swati Ganguly is the Director and Co-Founder of Juana Technologies Pvt. Ltd., and a pioneering force in India’s EdTech landscape. With over 27 years of experience spanning academic leadership, curriculum innovation, inclusive education, and large-scale teacher training, she has positioned herself at the forefront of digital transformation in K–12 education. Under her visionary leadership, Juana Technologies has pioneered hands-on, AI-integrated learning solutions such as the AI-Plex kits and the NEXO LMS platform, which have been widely adopted across CBSE and state-affiliated schools in India. Swati’s work extends beyond technological innovations. She has been instrumental in enabling real systemic change through her grassroots initiatives. Through Project Nawal, she has brought digital literacy and foundational technology skills to underprivileged children in urban slums, while the Unnati Program empowers LGBTQ+ youth with access to training in emerging technologies, paving the way for equitable employment opportunities.A Microsoft Innovative Educator Expert and NABET-certified auditor, Swati has also served as a resource person to the Central Board of Secondary Education (CBSE) since 2009, also contributing to the design and delivery of contemporary curricula in AI, coding, and digital pedagogy. With a Post-Graduation in the Comprehensive Management of Children with Learning Disorders, from the Spastic Society of Karnataka, Bangalore, she has also been a Special Educator since 2008.Adding to her role as a Special Educator and an Educationist, she also holds a diploma in Counselling Skills, from Banjara Academy. Her ability to lead and monitor, made her become a Certified Auditor from National Accreditation Board for Education and Training (NABET). In her role as an Auditor, she actively Monitors, Supervises and Audits the organizations who partner with National Accreditation Board for Education and Training, for accreditation.Her partnerships with institutions such as AICTE, NASSCOM Foundation, and SMART Technologies have further amplified her national footprint, particularly in building capacity among educators to adapt to 21st-century classrooms. Swati’s academic grounding—bolstered by a Ph.D. in Education and Social Welfare, and advanced qualifications in special education and counselling—reflects her deeply inclusive approach to learning. Her leadership represents a rare fusion of strategic foresight, empathetic pedagogy, and scalable innovation, making her a powerful advocate for future-ready education that is both transformative and human-centered.Meenakshi Uberoi – CEO, Education Evangelist and Founder, De PedagogicsMeenakshi Uberoi is a passionate education consultant committed to helping schools and educators reimagine teaching and learning through thoughtful pedagogy, purposeful technology integration, and sustained professional development. With over two decades of experience, she is a well-established name in the education industry for providing high quality, innovative and non-traditional approach to teaching-learning. Through high-level consultancy, training services, and student workshops, she along with her team has supported over 600 schools, trained over 200,000 teachers and equipped over 100,000 students with future-ready skills over the few last years and they continue to grow their outreach each year. She has collaborated with hundreds of schools across India to support meaningful shifts in classroom practice and build inclusive, learner-centered environments.As a certified AI-in-Education trainer, Microsoft Educator Fellow, Adobe Express Trainer, and author for Cambridge University Press and Assessment, Meenakshi works at the intersection of pedagogy, content, and emerging technologies. She leads initiatives such as the AI School Program by De Pedagogics, which empowers educators to explore AI with intention, redesign tasks, and create engaging, personalized learning experiences. Her community-driven programs include Tech Talk Tuesday for Teachers, a weekly series on digital pedagogy, and Pedagogy Pods, an open-format talk show where educators share real classroom stories about fostering collaboration, reflection, and innovation in education.Meenakshi’s approach is rooted in digital pedagogy, ethical reasoning, storytelling, and a deep commitment to learner agency. She shares her work and insights on global platforms including DIDAC, TIESS, FICCI ARISE, and others, contributing to international conversations on equity, AI, and innovation in education. Her mission is to support educators in building dynamic, responsive learning ecosystems that meet the needs of today’s diverse learners equipping them to be future-ready.LinkedIn: Meenakshi Uberoi                                                                           Email: [email protected] Join the conversation at silverliningforlearning.org 

Join renowned creativity researcher, Keith Sawyer, and award winning artist and educator, Steve DeFrank, for an exploration of how the world's leading art and design schools teach creativity. Sawyer brings insights from his interviews with over 100 professional artists, designers, and educators across New York, Los Angeles, and Chicago. DeFrank contributes his experience as both practicing artist and educator at the School of Visual Arts.Extended Introduction:What does it really take to learn creativity? Join renowned creativity researcher Keith Sawyer and award-winning artist and educator Steve DeFrank as they explore the world's most prestigious art and design schools. Sawyer, author of the new book Learning to See: Inside the World's Leading Art and Design Schools, shares groundbreaking insights from his extensive interviews with over 100 leading artists, designers, and educators across New York, Los Angeles, and Chicago. DeFrank brings his unique dual perspective as both a successful professional artist—whose work is held in collections including the New Museum of Contemporary Art and has been featured in publications like The New York Times and Vanity Fair—and an experienced educator at the School of Visual Arts in New York.Far from the romantic myths of tortured genius or sudden brilliant inspiration, this episode reveals the day-to-day reality of creative work at the highest professional levels. You'll be surprised to learn that many successful artists and designers actually resist using words like "creative" or "original" to describe their work. Instead, they focus on something far more practical and teachable. Through the articulate voices of top art and design educators like DeFrank—professionals who have mastered both creating and teaching—we explore what these institutions are really teaching their students, and why their methods might revolutionize how we think about learning and education more broadly.This conversation challenges conventional wisdom about creativity while offering concrete insights that educators, students, and anyone interested in creative learning can apply. Whether you're curious about artistic education or looking to understand how creativity actually develops, this episode provides a rare window into the studios and classrooms where tomorrow's leading creators are being shaped today.About our guests Dr. Keith Sawyer is one of the country's leading scientific experts on creativity. He is the Morgan Distinguished Professor in Educational Innovations at the University of North Carolina in Chapel Hill. He hosts the podcast “The Science of Creativity,” available on all platforms. His 2025 book Learning to See: Inside the World's Leading Art and Design Schools is a groundbreaking account of how nationally known artists and designers teach in the world's top art BFA and MFA programs. His 2024 book Explaining Creativity: The Science of Human Innovation, known as "the creativity bible," is an authoritative review of all creativity research. His 2013 book Zig Zag identifies the 8 stages of the creative process, and contains over 100 techniques to enhance your personal creativity.Podcast: The Science of CreativitySubstack: The Science of CreativityInstagram: @creativityprofessorFacebook: @creativityprofessorYouTube channel: @creativityprofessor (includes all podcast episodes)LinkedIn: @drkeithsawyerSteve DeFrank: has had numerous solo exhibitions and participated in group shows across the U.S. and abroad, earning  Fulbright, American Academy of Arts and Letters, and Lillian Orlowsky/William Freed awards. While on his Fulbright in Mexico, he trained as a luchador, the best preparation, he says, for being an artist. Lucha Libre, after all, is painting brought to life in front of exuberant crowds. DeFrank is an academically trained painter with a deep love of materials, especially casein, a demanding medium dating back to the Egyptians. His work blends meticulous craft with a wry queerness that resists cliché, creating paintings that provoke thought while inviting pleasure. He’s a passionate, terrible salsa dancer, he believes it’s more important to have fun than to be good. Far better at eating great food, playing cards, and talking about art, often all at once, he brings humor, curiosity, and tenacious joy to both his studio practice and the classroom, where he has taught since 1995. Join the conversation at silverliningforlearning.org 

CAMFED: A pan-African movement revolutionizing how girls’ education is delivered with Angeline Murimirwa and Linda BhebheOn this episode, CAMFED CEO Angeline (Angie) Murimirwa will share her journey from a young girl on the brink of dropping out of school in rural Zimbabwe to leading one of the most powerful grassroots movements for girls’ education in Africa. A founding member of CAMFED’s alumnae network, The CAMFED Association, Angie will reflect on how a scholarship and community support transformed her life, and how she and hundreds of thousands of CAMFED graduates are now doing the same for millions more. She’ll speak to the power of investing in girls, the peer-led model that’s scaling opportunities across Africa and the bold vision to reach eight million more girls by 2030.Linda will speak on her experience receiving support from CAMFED to complete her education and her role as the IT Officer at CAMFED Zimbabwe. Linda will also touch on what being a part of a sisterhood like CAMFED means to her, and the support it offered. She will speak on her passion for technology and seeing the rural communities embrace and make the most out of it. Linda can also speak on co-creating the Learner Guide Hub and the role that having empathy played in its development.More about our guests below the videohttps://youtu.be/UevaUBUGHlsReadings and Resources: Why girls education, What CAMFED does, The Learner Guide ProgramEpisode GuestsAngeline Murimirwa, Chief Executive OfficerAngeline (Angie) Murimirwa was one of the first girls to receive support from CAMFED to go to secondary school. She is now CAMFED’s Chief Executive Officer, uniquely positioned to bring the expertise of girls and women once excluded from education to inform policy and strategy at every level. Angie understands from experience both the desire for education and the enormous hurdles girls face in securing their right to education.Linda Bhebhe, IT Officer and CAMFED Association Member  Linda was born in the rural Kwekwe District of Zimbabwe. Raised by a single mother, her family could not afford the fees and supplies required for secondary school. CAMFED stepped in to provide support allowing Linda to continue and finish school. After finishing school, Linda joined the CAMFED Association (CAMA) — the network of young women supported through education by CAMFED. Linda is an active leader in the CAMFED Association and has volunteered her time teaching Mathematics and forming study groups at her local school to help students pass their exams.  Join the conversation at silverliningforlearning.org 

Hosts reflect with Lydia Cao, Chris Dede, Punya Mishra, Yong Zhao & Curt Bonk Join the conversation at silverliningforlearning.org 

In Episode #239 of Silver Lining for Learning, we will have a conversation with three people who a decade or two ago were at the cutting edge of mobile learning. Fast forward to 2025 and they are all doing just like us--reflecting on how the newest wave of learning technology, notably, generative AI, can have a positive (or negative) impact on lives around the planet. Specifically, during this session, we will chat with John Traxler who is Professor of Digital Learning at the University of Wolverhampton (along with various other titles), Helen Crompton who is Professor of Instructional Technology at Old Dominion University as well as the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal, and Mike Sharples, an Emeritus Professor of Educational Technology in the Institute of Educational Technology at The Open University. Their combined time in the field of learning technologies and resulting extensive experiences should prove to be quite engaging and will make the one hour with them seem far too short. We should mention that Mike appeared on Episode #65 of Silver Lining for Learning, "Innovative Learning at Massive Scale: Let’s nQuire about the Future of FutureLearn," exactly four years ago. Note also that Helen, John, and Mike have all authored or edited several books and they are all colleagues; in fact, in 2018, John and Helen co-edited a book on mobile learning in higher education, "Mobile Learning in Higher Education: Challenges in Context," which is a collection of fabulous cases published by Routledge Notably, each was born and raised in the UK and each has traveled extensively to many regions of the world consulting, speaking, thinking, and conducting research. Part of our conversation will be about the state of mobile learning and generative AI for the less privileged, refugees, and those in the Global South. What fun we will have chatting with them whether we discuss mobile learning and teacher professional development in southern Africa, digital learning for the next generation, online learning post pandemic, robotics in K-12 schools, innovations in AI pedagogy, learning at scale, technology-enhanced curriculum development, or something else. What an exciting show to tell your friends, students, colleagues, and relatives about. Come join us. And share this episode with your network. This is an amazing group...!Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal, and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel Hill. Recognized for her outstanding contributions, Dr. Crompton is on Stanford's esteemed list of the Top 2% of Scientists in the World. She has published over 200 papers and her work in technology integration has garnered her numerous accolades, including the SCHEV award for the Outstanding Professor of Virginia. Dr. Crompton's expertise extends beyond academia to practice, as she frequently serves as a consultant for various governments, bilateral and multilateral organizations such as the United Nations and the World Bank, leveraging her knowledge and experience to drive meaningful change in the field of educational technology. Her ODU email is [email protected]. Dr. Crompton’s CV and further information can be found here http://ww2.odu.edu/~crompton/John Traxler, FRSA, MBCS, AFIMA, MIET, is Professor of Digital Learning at the University of Wolverhampton, Institute of Education in the UK where he is the UNESCO Chair in Innovative Informal Digital Learning in Disadvantaged and Development Contexts. In a unique and unprecedented combination, he also holds a Chair from the Commonwealth of Learning. He is currently Academic Director of the Avallain Lab, leading research on ethical and pedagogic aspects of educational AI. His papers have been cited over 12,000 times and Stanford continues to list him in the top 2% of researchers in his discipline. He has written hundreds of papers (with an impressive h-Index of 40 and i10 Index of 95) and seven books. Dr. Traxler has consulted for a variety of international agencies including UNESCO, ITU, ILO, USAID, DFID, EU, UNRWA, British Council, and UNICEF. He is also a Fellow of the Royal Society of Art in London, UK.Dr. Traxler was a pioneer of mobile learning in the 2000s. For example, he was a Founding Director of the International Association for Mobile Learning. He also was a co-editor of the definitive book on mobile learning, Mobile Learning: A Handbook for Educators and Trainers. Among his other books are: (1) Mobile Learning: The Next Generation, (2) Mobile Learning and Mathematics, (3) Mobile Learning and STEM: Case Studies in Practice, (4) Mobile Learning in Higher Education: Challenges in Context, (5) Critical Mobile Pedagogy, and (6) Digital Learning in Higher Education: COVID-19 and Beyond. In addition, he has contributed to many keynotes, panels, papers, journal articles, and book chapters on all aspects of learning with mobile technology. Over his career, he has worked on myriad digital learning projects and missions. John Traxler has been responsible for large-scale mobile learning implementations, small-scale mobile learning research interventions, capacity building, major evaluations, landscape reviews, and curriculum development. In the 2010’s, Dr. Traxler became increasingly concerned with the impact and consequences of learning technology and pedagogy on societies, cultures, and communities of massive mobility, and connectivity, and on the nature of disadvantage, especially for those far from the national or global mainstream, established, and secure. Currently, he is interested in the impact of AI on global and individual disadvantage and on the decolonisation of the digital technologies of learning and education. John can be contacted at [email protected] or [email protected]. His homepage is at: https://www.johntraxler.net/.About Mike Sharples: I have a first degree in Computational Science and a PhD from the Department of Artificial Intelligence at the University of Edinburgh. My research focus is human-centred design of technologies for learning. My main current interest is 'citizen inquiry' - a fusion of citizen science and inquiry-based learning. I lead development of the nQuire platform, in collaboration with the BBC, to support mass participation in social science experiments. As Academic Lead for FutureLearn (www.futurelearn.com), I informed its social learning at massive scale, based on a pedagogy of  'learning as conversation'. I established the Innovating Pedagogy annual report series, to inform teachers and policy makers of new developments in teaching, learning and assessment for a digital world. Other current interests include blockchain for education, and strategies for digital transformation in higher education. My personal website is www.mikesharples.orgBio: Mike Sharples is Emeritus Professor of Educational Technology in the Institute of Educational Technology at The Open University, UK. His research involves human-centred design of new technologies and environments for learning. He inaugurated the mLearn conference series and was Founding President of the International Association for Mobile Learning. He is Associate Editor in Chief of IEEE Transactions on Learning Technologies. He established the Innovating Pedagogy report series and is author of over 300 books and papers in the areas of educational technology, science education, human-centred design of personal technologies, artificial intelligence and cognitive science.Mike Sharples' previous appearance on SLL: Episode 65 | Innovative Learning at Massive Scale: Let’s nQuire about the Future of FutureLearn (Mike Sharples). https://silverliningforlearning.org/episode-65-innovative-learning-at-massive-scale-lets-nquire-about-the-future-of-futurelearn/. Video (104:40): https://www.youtube.com/watch?v=j7XgYcQTSxwWeblinks to Mike's work:About nQuire: https://nquire.org.uk/aboutFutureLearn: https://www.futurelearn.com/Innovating Pedagogy reports from the OU: http://www.open.ac.uk/innovating/LinkedIn: https://www.linkedin.com/in/mike-sharples-1633153/Mike Sharples Homepage: https://www.mikesharples.org/Mike Sharples on nQuire: https://www.youtube.com/watch?v=QHgczZeKX18nQuire: https://nquire.org.uk/Wikipedia: https://en.wikipedia.org/wiki/Mike_SharplesTwitter: https://twitter.com/sharplm?lang=enMike Sharples in Google Scholar: https://scholar.google.com/citations?user=0KzFF40AAAAJ&hl=enInstitute for Educational Technology at the Open University: https://iet.open.ac.uk/people/mike.sharplesPractical Pedagogy: 40 New Ways to Teach and Learn: https://www.amazon.com/Practical-Pedagogy-Mike-Sharples/dp/1138599816 Join the conversation at silverliningforlearning.org 

Growing Evidence, Growing Impact: How EdTech Hub Connects the Local and Global with Amal Hayat and Asad RahmanAs education systems around the world navigate increasing challenges from climate disruptions and deepening inequality to examining the impact of emerging technologies, there is a need for clear, actionable evidence on what works in EdTech. Policymakers and decision-makers are often forced to act without contextual insights and rigorous evidence to guide their choices. This evidence gap is particularly notable in regions with limited infrastructure, rapidly evolving needs, and pressures to improve learning outcomes. EdTech Hub was created in response to this need. Launched in 2019 and funded by FCDO, the World Bank, UNICEF, and the Bill & Melinda Gates Foundation, EdTech Hub is a global research partnership that bridges evidence and practice to help stakeholders make evidence-backed decisions about the use of technology in education. Through the combined expertise of its consortium partners in research, innovation, and stakeholder engagement, EdTech Hub’s work has spanned seven focus countries as well as a number of regions to address long-standing as well as emerging needs in education, locally and globally.This episode focuses on EdTech Hub’s approach through the lens of its work in one of its focus countries, Pakistan, and how local and global connections are central to its impact. In many ways the country is a great microcosm of the EdTech Hub approach - a thriving EdTech ecosystem, support of public, private and development sectors, and the complex challenges of implementation, scale and climate vulnerabilities - Pakistan offers a compelling snapshot of how local and global dynamics intersect in the education space. We will also broaden the lens and draw connections of the work in Pakistan with the Hub’s regional and global work, where the need for contextual, grounded research remains high. This is particularly pertinent as emerging technologies like AI gain rapid attention and raise questions on the effectiveness of new tools as well as concerns about their impact, while the system faces increasing threats from disruptions to education. We discuss how the Hub is contributing to the evidence base by diving into new thematic areas and engaging with a diverse range of stakeholders, including governments, researchers, implementers, and EdTech entrepreneurs. This contextually-rooted work helps bridge the gap between local realities and global research and innovation making way for more equitable, effective, and evidence-informed uses of EdTech.Readings and Resources:For support with your EdTech research, implementation, and innovation, keep updated with our publications from our evidence library.Understand “How EdTech Can Be Used to Help Address the Global Learning Crisis” in our blog.Episode GuestsAmal Hayat works across EdTech Hub’s portfolio in Asia and beyond, where her focus is on supporting EdTech initiatives by strengthening implementation, and advancing evidence-based approaches to improving learning outcomes - particularly for marginalized children, out-of-school youth, and those affected by emergencies and climate change. She holds a Master’s in Technology, Innovation, and Education from the Harvard Graduate School of Education and brings prior experience in instructional design, educational consulting, and user research, to offer a learner-centered, evidence-informed perspective to her work in EdTech. Amal views supporting EdTech rooted in a specific context as inherently interdisciplinary - and is interested in exploring intersections with climate, equity, innovation and technology and policy systems. Her work bridges research and practice, helping governments, implementers, and partners navigate complexity and use evidence to design evidence-informed and  context-sensitive EdTech implementation.Asad Rahman is the Practice Lead for Venturing at Brink where he designs funds, manages portfolios, and works side-by-side to help ideas grow and leads the EdTech Hub’s Sandbox approach, supporting teams to test and grow EdTech interventions, and share what we’re learning with the world. He’s passionate about the appropriateness and ethics of different technologies in solving the global learning crisis.Asad has many years of experience supporting growth and change in all types of organisations. Prior to this, he worked in strategy consulting and corporate strategy and innovation for a large professional services firm. He learnt that shifting how big companies work is about shifting the behaviours, incentives and mechanisms around people. So, he joined Brink as its first employee to dive deeper into how to do that.  Join the conversation at silverliningforlearning.org 

Curiosity and compassion have been central to thriving collaborative learning since the beginning of civilization. CARE Academy is a project-based learning community where compassion, curiosity, and real-world action drive education. Our 8-18 year old learners grow through mentorship, collaboration, and the freedom to turn their passions into meaningful change.At CAREducation, we live this standard, leading the way of care. At CARE Academy, we bring caring education to life in northern Virginia through creative projects and building community around collaborative rigorous learning. Rebecca Ferree and Jimmy Edwards discuss CAREducation, CARE Academy, and the Care Revolution on Wequil.appCARE Academy facebook page: https://www.facebook.com/people/CARE-Academy/61575858563750/About our guests Jimmy Edwards is the Director of CAREducation, an education non-profit connecting and empowering both families and educators to thrive in a future of non-traditional learning. Jimmy is passionate about leading the Care Revolution and has served as a teacher, instructional coach, and researcher in public, private, alternative, international, and adult learning settings.Rebecca Ferree is a passionate educator, learning coach, and homeschooling mom with over 15 years of teaching experience. After leaving traditional public schools in 2023, she began homeschooling her daughters and joined the innovative WEquil School, where they embraced self-directed, project-based learning. In 2024, she founded WEquil Academy—a part-time learning center in Northern VA—where she now collaborates with Jimmy Edwards to create real-world, project-based learning experiences that empower students to grow with confidence, curiosity, and care. Join the conversation at silverliningforlearning.org 

Episode 236: Beyond 8: Hyper-Personalised Pathways for Gen Z LearnersWhat happens when you stop treating school buildings as the centre of learning and start treating the learner as the centre instead? In this episode we meet the founders of Beyond 8—and one of their students—to explore a high-touch, hyper-personalised model that is helping Gen Z learners design futures they’re truly excited about.Across much of the world, high-school “success” still hinges on rigid timetables, batch-processing classrooms, and marks that often miss what matters most to teens: purpose and agency. Beyond 8 (https://beyond8.in)—a learner-determined high-school ecosystem in Chennai and Bengaluru—flips that script. Each teenager begins with a Dream-Mapping session, then receives a dynamic timetable that blends Cambridge or NIOS academics, internships, service projects, and wellness and learning habits. An AI-driven scheduler personalises every week, while a 1:1 mentor model and 50-learner “pod” structure ensure guidance stays deeply human.Founded by long-time educators Naveen Mahesh and Raaji Naveen after 25 years of experimentation at HLC International School (https://hlcschool.in), Beyond 8 now counts 90 % of its graduates entering their first-choice universities and an equal share reporting higher confidence in navigating adulthood. Their approach—“Beyond Bricks” learning—has inspired micro-school start-ups and will likely get policy pilots going across the world. In this conversation we unpack the design choices, challenges, and future possibilities of hyper-personalised pathways for GenZNaveen Mahesh, Co-founder, Beyond 8Social entrepreneur, Managing Trustee of HLC International School, and Harvard GSE alum. Naveen advises start-ups on learner agency, serves on the boards of NalandaWay (which serves over 10 million learners in Government schools), and Youth For Conservation Action Network and Gnanodaya Rehabilitation Association, which provides education to children coming from families affected by leprosy.  LinkedInRaaji Naveen, Co-founder, Beyond 8A Social Entrepreneur, Vision-to-Strategy-to-Execution Specialist for Transformative Impact and a Champion of Learner-Determined Education. Raaji is an Ambassador for the Certificate Of Advanced Educational Leadership Course at Harvard. Raaji also serves as a trustee on the board of HLC International school. LinkedInTara SrinivasanAlumni Beyond 8 - Cohort of 2025Tara Srinivasan was one of the first learners to join us—and she’s made every moment count. With a passion for Physics and Chemistry, she’s led peer sessions and designed math papers for state board students. She’s also a Bharatanatyam dancer, pianist, and composer of our school’s progression song, leading our music and dance teams for three years. Tara’s voice shines through student publications on LGBTQIA+ inclusion and cyberbullying, and she’s interned with organizations and artists to create content that inspires. A true example of learner agency in action.  Join the conversation at silverliningforlearning.org 

Blended learning has been growing for decades. As it does, the models, frameworks, policies, and pedagogical innovations are constantly evolving. Fortunately, in this episode of Silver Lining for Learning, we will hear about various blended learning case examples in higher education and open universities. Santosh Panda, Sanjaya Mishra, and Pradeep Kumar Misra, the editors of two new books on this topic will help us grasp the landscape of blended learning in higher education and map out the various national and institutional education systems in terms of blended learning. Their holistic perspective of online and blended learning should prove quite valuable for educators, administrators, government officials, parents, and students. We will hear about case studies on policy, planning, and management as well as features of quality assurance.More on your guests and the books below the videoTwo books on Blended Learning in Higher Education and Open Universitieshttps://link.springer.com/book/10.1007/978-981-97-9388-4https://link.springer.com/book/10.1007/978-981-96-0722-8Case Studies on Blended Learning in Higher Education: An Interview with Sanjaya Mishra By Stefanie Panke for AACE Review, February 18th 2025https://aace.org/review/case-studies-on-blended-learning-in-higher-education-an-interview-with-sanjaya-mishra/Dr Sanjaya Mishra is one of the leading scholars in open, distance, and online learning with extensive experience in teaching, staff development, research, policy development, innovation, and organisational development. With a multi-disciplinary background in education, information science, communication media, and learning and development, Dr Mishra has been promoting the use of educational multimedia, eLearning, open educational resources (OER), and open access to scientific information to increase access to quality education and lifelong learning for all. He has designed and developed award-winning online courses and platforms, such as the Understanding Open Educational Resources, Commonwealth Digital Education Leadership Training in Action, and COLCommons.Recipient of the ISTD-Vivekanand National Award for Excellence in Human Resource Development and Training in 2007, Dr Mishra has conducted in-person and online training in over 30 countries. The Satija Research Foundation for Library and Information Science conferred Dr Mishra with the Indian Library Leaders Award 2012. Dr Mishra received the Prof G Ram Reddy Social Scientist Award 2013 from Prof G Ram Reddy Memorial Trust for his contribution to distance education and OER.He has written and edited over 300 publications in the form of books, chapters, peer-reviewed journal papers, conference presentations, book reviews, and distance learning materials. While at UNESCO, as Programme Specialist (ICT in Education, Science and Culture), he facilitated the adoption of a strategy and policy for open access to scientific information and research. Dr Mishra serves on the Editorial Board of several peer-reviewed journals in the field of distance and online learning. He served as a Board member of Networked Digital Library of Theses and Dissertations (2021-2022).Professor Santosh Panda is a National Fellow at the National Institute of Educational Planning & Administration, Government of India https://www.niepa.ac.in/National_Fellows. He recently retired as Director, Staff Training & Research Institute of Distance Education (STRIDE), Indira Gandhi National Open University. Started university teaching in 1984, and has above 42 years of experience in university teaching, research and administration, including 37 years for open and distance learning at IGNOU. He has been a Fulbright Scholar at UNM/Albuquerque; Chairperson of National Council for Teacher Education (national regulator), Government of India; Director of Policy & Research, Association of Indian Universities; and Director of Distance & Flexible Learning, The University of the South Pacific, Fiji.An internationally recognised leader of distance and online learning from the Global South, he has presented keynotes and workshops in above 30 countries; and has consulted for ADB, COL, DfID, Ford Foundation, GTZ, IDRC, SADC, UNESCO and the World Bank. His recent books include: Handbook of Open Universities Around the World (2025/ Routledge); Case Studies on Blended Learning in Higher Education – design, development and delivery (2025/ Springer); Case Studies on Blended Learning in Higher Education - policy, planning & quality assurance (2024/ Springer), Pedagogy in Practice (2022/ Bloomsbury), Technology Enabled Learning (2021/ COL-Canada), Planning & Management in Distance Education (2017/ Routledge), Economics of Distance and Online Learning (2008/ Routledge). He is the Chief Editor of Scopus-indexed Journal of Learning for Development, published by the Commonwealth of Learning/ Canada (https://jl4d.org/index.php/ejl4d).One of the global Leaders & Legends of Online Learning: https://onlinelearninglegends.com/podcast/084-professor-santosh-panda/Prof. Pradeep Kumar Misra is a Professor and Director of the Centre for Policy Research in Higher Education (CPRHE) at the National Institute of Educational Planning and Administration (NIEPA), New Delhi. He has made significant contributions to the fields of higher education, educational technology, and teacher education. His academic journey is a testament to his global recognition, underscored by the numerous prestigious international research scholarships he has received. These include Fulbright-Nehru Academic and Professional Excellence Fellowship of the USIE, the Commonwealth Academic Fellowship of CSC, UK; Doctoral and Senior Researcher Scholarship of DAAD, Germany; Erasmus Mundus Visiting Scholar Scholarship of the European Commission; National Scholarship of Slovak Republic; MASHAV Scholarship of the Israel Government; and Research Exchange Scholarship of FMSH, France. He is also the recipient of the Joint Research Project under ICSSR (India) and NIHSS (South Africa) and a member of the academic bodies of several institutions and organizations in India and abroad.Prof. Misra has published extensively both nationally and internationally, completed research and development projects, and developed educational media programs. His recent books, Teaching Competencies for 21st Century Teachers: Practical Approaches to Learning (Routledge, 2024) and Learning and Teaching for Teachers (Springer, 2021), are not just publications but prime examples of his impactful work that resonates with teachers globally. His recent books include Case Studies on Blended Learning in Higher Education: Policy, Planning and Quality Assurance (Springer, 2024), Case Studies on Blended Learning in Higher Education: Design, Development, and Delivery (Springer, 2025), and India Higher Education Report 2023: Higher Education Research (Routledge, 2025). Prof. Misra has also developed educational media programs and supervised Ph.D. scholars. His extensive experience in education has taken him to many countries, spanning continents and cultures.Forthcoming book from Sanjaya Mishra and Santosh Panda:The Handbook of Open Universities Around the World: (in press) https://www.routledge.com/Handbook-of-Open-Universities-Around-the-World/Mishra-Panda/p/book/9781032754055Per book homepage from Routledge: "The Handbook of Open Universities Around the World is the first collection to provide a comprehensive and critical overview of open universities internationally. Over 80 open universities have been established across five continents to provide a distance-orientated, class-inclusive, and high-quality education for learners left behind by existing formal systems for higher and continuing education and lifelong learning. This mission has been continually reshaped by major developments in open education, learning technologies, and online social networking, as well as by the evolution of specific concerns such as the massification of education, employability, financial trends, artificial intelligence, and development agendas on the regional, national, and global levels." Join the conversation at silverliningforlearning.org 

App Inventor is a free, open-source web platform that empowers people of all ages to create mobile applications and make a meaningful impact on their communities. Built on over 15 years of research and development by MIT and Google, App Inventor helps users become creators–not just consumers–of technology.Its foundation lies in the principles of constructionism and computational action: the belief that people learn best when actively engaged in building projects that are personally meaningful and useful to themselves and those around them. Through teacher and student education programs, along with global app challenges in partnership with local governments and nonprofits, App Inventor inspires users to develop apps that benefit their communities, fostering both digital literacy and civic engagement.About our guests Natalie Lao (photo, LinkedIn): Dr. Natalie Lao is the Executive Director of the App Inventor Foundation, a 501(c)(3) nonprofit founded by professors and engineers at MIT and Google with the mission of empowering students to create meaningful technologies that can transform their lives and uplift their communities. She received her B.S., M.Eng., and Ph.D. in EECS from MIT CSAIL (the Computer Science and Artificial Intelligence Laboratory), where she developed database and AI components, and led research, curriculum development, and teacher training for MIT App Inventor initiatives across the globe. At MIT, she was Co-creator and Instructor for the undergraduate course 6.S198: Deep Learning Practicum, and led the trajectory team for the MIT Inclusive AI Literacy and Learning project. Natalie serves as Expert on Mission for UNESCO's AI & the Futures of Learning project, where she co-authored the United Nations's AI Competency Framework for School Students.Maura Moore-McCune (LinkedIn) is a student in Kings Hospital School and has created VIPMOD: Vision Impaired Person’s Moving Object Detector - an award-winning app which detects fast-moving objects for use by vision impaired people so that they can live safer and more independent lives. Vision Ireland will be testing VIPMOD in the WayFinding Centre – an indoor environment replicating the real-world experience of using public transport for vision impaired people.Tianyi (Tony) Huang (LinkedIn) is a rising senior at American High School in California and the founder and president of App-In Club, a global student-led nonprofit that empowers students of all ages to create impactful apps. Since learning about MIT App Inventor in 9th grade, Tony has created numerous apps and won the Congressional App Challenge and the World Artificial Intelligence Competition for Youth (WAICY). Join the conversation at silverliningforlearning.org 

In Episode #233 of Silver Lining for Learning we feature Khanmigo, a highly discussed AI-powered online tutor. Proponents contend that it could transform K-12 education by changing teachers job roles to be more of an ever-ready coach, counselor, and learning facilitator, instead of always directly in charge of delivering content. Experts also contend that intelligent tutoring systems like Khanmigo could also change the ways in which students learn by personalizing the learning process, providing immediate feedback and suggestion, and creating an overall less stressful environment. According to the Khan Academy, Khanmigo is being piloted in 266 school districts as of December 2024. One of those school districts is the School City of Hobart, Indiana. The school district was feature on 60 Minutes with host Anderson Cooper. During the broadcast, Cooper interviewed many students as well as the Superintendent, Dr. Peggy Buffington, about the effectiveness of Khanmigo as well as how the system might flag concerns about student interactions and activities in the system which might signal remedial forms of learning or timely interventions from a mental health counselor. During Episode #234, we will fortunately hear from Dr. Buffington as well as two School City of Hobart teachers, Alaina Richter and Melissa Higgason (see bios below). We are sure that this episode of SLL will have plenty of ideas, applications, and examples of who teachers might use AI technology in different educational settings. Given recent advances in generative forms of AI associated discussion and debate about the benefits and challenges of AI in education, ideas discussed should have immediately application.Some links to the TV episode and post episode reflection and chat with Anderson Cooper are below. They were on 60 Minutes with Anderson Cooper in December: Khan Academy partnership with Hobart School District in Indiana (60 Minutes feature with Anderson Cooper; December 9, 2024): https://www.hobart.k12.in.us/our-district/scoh-khan-aacademyMeet Khanmigo (60 Minutes): The student tutor AI being tested in school districts | 60 Minutes: https://www.youtube.com/watch?v=Ia3CPhVkUtgHow Khanmigo AI can help kids in emotional distress; https://www.youtube.com/watch?v=P6ltnjJu4NMSpecial Episode - Creating Opportunities for Career Success with Anderson Cooper; https://www.youtube.com/watch?v=0RELN9cxB_EDr. Peggy Buffington, Ph.D. is the Superintendent of School City of Hobart. Peggy Buffington served as co-chair of Ready NWI, the education arm of the One Region, One Vision leadership team to improve the quality of life in Northwest Indiana. Ready NWI meets once a month with its partner sponsors of the Center of Workforce Innovation, and Higher Education Partners, to raise the percentage of people with postsecondary degrees in the area to 60 percent. The group has grown to include 30 sister school districts. They are paving the way for students to Be Ready for College and Careers!Peggy earned two degrees from Purdue University Calumet including a Bachelor of Arts Degree in Elementary Education/Reading Endorsement and a Master of Science in Instructional Design. She earned a Doctor of Philosophy in Curriculum and Instruction and Educational Technology from Purdue University. She has received several awards including the Purdue Calumet Outstanding Alumni Award, Outstanding Achievement Educator Award from the Hobart Chamber of Commerce, the Educator of the Year Award from the American Legion Post 54, Teacher of the Year for The Great Gateway Region of the United States for Technology & Learning, Indiana Teacher of the Year, One Region’s Outstanding Contribution Award, Excellence in Education from AdvancEd, District 1 Indiana Superintendent of the Year, the Indiana School Board Association Lorin A. Burt Outstanding Educator of the Year, and was inducted into Ivy Tech’s Society of Innovators. Peggy has been published in several education journals. She serves on the board of the St. Mary Medical Hospital. She believes there is no greater mission in life than to serve others, especially children. She can be reached at Dr. Peggy Buffington: [email protected] Higgason, M.S.Ed., is a passionate educator with over 20 years of experience in science education, curriculum development, and research development. As a Chemistry Teacher at Hobart High School, she leverages inquiry-based teaching methods and cutting-edge tools like Khanmigo, an AI platform developed by Khan Academy, to inspire curiosity and innovation in her students. Previously, Melissa served as Associate Director of the Center for Science and Technology Education at Purdue University Northwest. In this role, she developed and implemented technology-enhanced curricula for K–12 science educators, led professional development workshops, and taught alongside teachers to model best practices in STEM instruction. She also supported grant-funded initiatives to advance STEM education and analyzed teacher and student performance data to enhance program outcomes. In addition to her work in education, Melissa has extensive experience in research development. At Purdue University Northwest, she partnered with faculty and administration to secure funding for interdisciplinary research projects, providing detailed guidance on grant proposals and building relationships with national funding agencies. Her efforts supported the growth of collaborative research initiatives that bridged education and innovation. Melissa’s career reflects her dedication to fostering collaboration, empowering educators, and advancing science education through research, technology, and strategic initiatives. Melissa remains dedicated to supporting students and educators by fostering collaboration, integrating technology, and promoting innovative approaches to teaching and learning. She can be reached at: [email protected] Richter is in her fourth year of teaching 4th grade math in a departmentalized setting at Hobart—where she also graduated from. After playing basketball and earning her degree at Indiana University Northwest, she came back to her hometown to follow her longtime passion for teaching. Alaina especially loves teaching math and enjoys finding ways to make it click for her students. She’s all about building confidence, encouraging curiosity, and making her classroom a place where kids feel supported and capable. She can he reached at  [email protected] Join the conversation at silverliningforlearning.org 

We live in an age of many educational and societal changes; some even transformative. During the past five years, Silver Lining for Learning (SLL) has showcased dozens of organizations and institutions fostering such changes, inventions, and movements around the world. In Episode #232 of SLL, we feature a relatively new organization called Generation of Change (GOC). Importantly, GOC is a non-profit organization dedicated to empowering girls and women in Afghanistan through innovative online learning courses and programs. In terms of content targets, GOC provides training in the English language as well as computer literacy and math classes to girls across Afghanistan to help them pursue a variety of career opportunities in the future.GOC is also committed to fostering gender equality that can enable Afghan girls and women to have access to quality education. The mission of the leaders at GOC is make the needs of these girls and women more salient while striving for educational policy changes that can help the world become more just and equitable. Through their educational platform, they connect students with highly quality educators and trainers for around the planet, and, in turn, begin to create a global network of rich knowledge sharing and collaboration. As that occurs, brighter futures open up for girls in Afghanistan who are the future leaders of the country. By empowering girls and women, GOC is playing a vital role in breaking cycles of poverty and oppression. Empowerment, inclusivity, connection, collaboration, integrity, empathy, and unlocking potentials of Afghan girls and women are the principles underlying GOC.homepage (https://gocafghanistan.org/the-goc) andteam (https://gocafghanistan.org/who-we-are-1) and watch the short video below.Generation of Change Organization Anniversary video (1:52)Safar Mohammad Hamrah is an Afghan-Canadian computer science student at Indiana University (IU) in the United States. He is deeply passionate about blending technology with meaningful social impact. Originally from Afghanistan and having lived in Canada, Safar is now pursuing his undergraduate studies at IU. Safar is the founder of Generation of Change (GOC); a volunteer-led organization that provides online education to Afghan girls who are unable to attend traditional schools. Through GOC, Safar leads a dedicated team focused on promoting educational equity and empowerment. Building on this foundation of service, Safar’s people-first leadership style is shaped by his background and values, He is currently pursuing a minor in Leadership and a specialization in Artificial Intelligence, along with a strong interest in prompt engineering. He is widely recognized for his empathy, creativity, and unwavering commitment to supporting underserved communities. A lover of Persian poetry, photography, and mindful living, Safar merges tradition with technology to create tools that educate, empower, and inspire. His email contact is: [email protected] Naweed Hesan is a multitalented creative expert with over six years of professional experience in branding, graphic design, and 3D illustration. He has freelanced with startups, NGOs, and established brands globally, delivering efficient visual solutions that amplify identities and spark engagement. Side by side with his artistic pursuits, Naweed is a driven Coordinator at Generation of Change Afghanistan (GOC), His mail contact is: [email protected] Hamrah, is an economics major with a finance minor at the Asian University for Women (AUW). She is deeply passionate about making complex ideas accessible and relatable through storytelling. As an international student, she believes in education's transformative power, especially for girls and women. Being a member of Generation of Change (GOC), she has dedicated herself to empowering young women who have been denied their fundamental right to education. She holds that the key to societal development lies in the enlightenment and participation of every individual, particularly women and girls. When women are silenced or excluded, the entire nation suffers. Through GOC, her team has worked to inspire and enhance our sisters, advocating for education as a tool of liberation and progress. Our mission is to contribute to a world where education is a right, not a privilege, and where every girl has the opportunity to unlock her full potential. Parwin's email contact is: Email : [email protected] Join the conversation at silverliningforlearning.org 

With climate change, political unrest, wars, famine, there are countless people experiencing forced migration today as well as others impacted by the suspension of refugee programs, there is a dire need to step back to see the big picture for higher education as well as step up. The goal of episode #231 is to help people understand the circumstances in the world and how it affects people on the move, including humanitarian implications and possibilities. Some of the most vetted people on the planet who have been approved to migrate to the United States are being stopped and are stranded in route. And yet, the data indicate that within 6 years of arrival, such refugees are more highly employed than US citizens; in fact, the statistics are highly revealing in terms what they contribute back to society, Recent students with refugee status at Indiana University (IU) have come from Ukraine, Congo, Syria, South Sudan, Palestine, Pakistan, Iran, and most from Afghanistan. In this episode, we will get an update on such data from Nicole Bennett, Assistant Director for the IU Center for Refugee Studies. We will also hear from Rendy Schrader, Senior Director, International Student & Scholar Programming and New Initiatives, Office of International Services at IU, As Rendy points out, just 1 percent of refugees had access to higher education in 2019. That has increased to 7 percent in 2024 and the goal is 15 percent by 2030, per the Office of the United Nations High Commissioner for Refugees (UNHCR). The UNHCR is an agency that was mandated by the U. N. "to aid and protect refugees, forcibly displaced communities, and stateless people, and to assist in their voluntary repatriation, local integration or resettlement to a third country" (Wikipedia, 2025). Given the series of shockwaves caused by recent news, refugees need universities to step up even more right now as they need training on multiple topics including dietary needs, credentials, housing needs, immigration status, the importance of work, the reality of their educational studies, sending money home, and much more. Among the resources in Indiana for refugees is Patchwork Indy is a not-for-profit organization in Indianapolis, Indiana, deeply involved in refugee resettlement and support. IU also partners with Exodus, which develops relationships with schools, churches, etc. and helps bring it all together when the families arrive. Listen or watch Episode #231 for some interesting timely and current data, emotionally impactful stories, and ways that your organization or institution can perhaps step back and step up.Rendy Schrader is Chair of Indiana University’s Refugee Task Force, Rendy Schrader has led the campus effort to admit and serve refugee students for the past four years.  She is based in the IU Office of International Services, where she is a Senior Director for International Student & Scholar Programming and Initiatives.  After graduating from IU in 1982, she moved to Washington, DC and began a career in international education and has worked in it ever since. Working with this population has been among the most rewarding work she’s done.Nicole Bennett is a Ph.D. Candidate in the Department of Geography with a minor in Informatics at Indiana University Bloomington. She is the Assistant Director of the IU Center for Refugee Studies. She uses her experience working for the United Nations High Commissioner for Refugees (UNHCR), the Ministry of Gender, Labour, and Social Development in Uganda, and other humanitarian and development agencies to critically interrogate the turn towards data-driven solutions in the humanitarian space. Ms. Bennett is interested in physical/digital interaction and how technology intensifies these spaces of interaction.July 25, 2024, IU’s relationship with refugee resettlement organization helps with fresh starts, self-sufficiency: https://news.iu.edu/live/news/37243-ius-relationship-with-refugee-resettlement-organization, Indiana University News. Join the conversation at silverliningforlearning.org 

Rewriting Foreign Language Education through AI with Nicole Mills, Arnaud Dressen, and Hannah KimAs artificial intelligence becomes increasingly integrated into educational contexts, its potential to support—not replace—student learning is generating both excitement and important questions. In the field of language education, this moment offers a compelling opportunity to rethink how writing is taught, especially for beginning learners. In Episode 230 of Silver Lining for Learning, we are joined by Nicole Mills, Arnaud Dressen, and Hannah Kim to discuss their innovative work on the design and evaluation of an AI-powered writing companion for foreign language learners.Their research centers on a multimodal, process-oriented writing platform that encourages students to engage in “reading to write” activities through dynamic interactions with a chatbot thought partner. Grounded in both the psychology of language learning and user experience design, their study explores how features like teaching presence, anthropomorphism, and writing self-efficacy influence how students perceive and engage with the tool.What they discovered was striking: students who reported greater enjoyment using the platform were also more likely to value the writing process and feel more confident in their foreign language writing abilities. At the same time, a strong perception of the AI’s teaching presence surprisingly correlated with reduced enjoyment of learning French. While students appreciated the human-like qualities of the chatbot, anthropomorphism alone did not predict better outcomes—suggesting that enjoyment and thoughtful design may matter more than simply making AI seem lifelike.In this episode, we explore the implications of these findings for future AI design in education, including the importance of customization, credibility, and learner agency. Join us for a discussion about how AI tools, when rooted in sound pedagogical research and theoretical foundations, can reshape the language learning experience for the next generation.Readings and ResourcesLink to published article in the Foreign Language Annals:Mills, N., Hok, H., Dressen, A., & Veillas, Q. (2025). Design and Evaluation of an Interactive AI Companion for Foreign Language Writing. Foreign Language Annals, 58(1), 1-30. https://onlinelibrary.wiley.com/share/author/SVAUFFDRNA68HATQD6BP?target=10.1111/flan.12790Substack feature from Open AI for Education: Teaching with ChatGPT: Immersive Language Learning with AILink: https://edunewsletter.openai.com/p/immersive-language-learning-withEpisode GuestsNicole MillsNicole Mills is the Joint Director of Language Programs in the Department of Romance Languages & Literatures and lecturer in the Graduate School of Education at Harvard University. She teaches courses in French, language pedagogy, and technology enhanced language learning and serves as the advisor for Harvard’s Bok Certificate in Teaching Languages and Cultures. Her research interests are associated with the psychology of language learning and their intersection with virtual and simulated environments in language learning, with a particular focus on artificial intelligence and virtual reality applications. Her book Perspectives on Teaching Language and Content (co-authored with Stacey Katz Bourns and Cheryl Krueger) was published in 2020 with Yale University Press and she has various publications in the Modern Language Journal, the Foreign Language Annals, Language Learning, the CALICO journal, the International Journal of Applied Linguistics and in various edited volumes. She holds a Ph.D. in Educational Studies and French from Emory University.Hannah Hok KimHannah Hok Kim is currently a postdoctoral researcher split between the MIT Libraries with the Center for Research on Equitable and Open Scholarship, MIT’s Department of Brain and Cognitive Sciences with saxelab, and Harvard University’s Department of Psychology with the Thomas Lab. She previously received her Ph.D. at the University of Chicago working with Alex Shaw. Hannah studies social and moral cognitive development. She is particularly interested in children’s early emerging intuitive theories about the use of rules and procedures in coordinating group-decisions.Arnaud DressenArnaud is the CEO and founder of Wonda, a cutting-edge web platform focused on immersive learning.Driven by a passion for using technology to enhance human creativity and foster collaboration, Arnaud has spent more than two decades at the forefront of media and education. His previous achievements include the creation of one of the first community-driven investigative journalism platforms, supported by the United Nations and the Ford Foundation, and pioneering innovative interactive documentaries featured at SXSW and the Cannes Film Festival.Arnaud's recent endeavors with Wonda have been focused on providing educators with innovative tools to facilitate the teaching and learning of vital 21st-century skills by leveraging the power of spatial computing and generative AI. His work, in collaboration with leading universities and creative studios, has earned Wonda recognition as one of the top 8 XR education startups by the Bill & Melinda Gates Foundation. Join the conversation at silverliningforlearning.org 

Episode #229: A Meeting of the Minds of Educational Technology Editors, 5 pm Eastern, 4/5/2025In Episode #229 of Silver Lining for Learning (SLL), we will explore the topic of editing journals in the field of learning, design, and technology. In this hour, we will hear from three distinguished editors:Dr. Peter Shea from the University of Albany, current editor of the Online Learning Journal (OLJ). In fact, he was the Founding Editor as OLJ emerged from the ashes of the Journal of Synchronous Learning Networks (JALN).Dr. Som Naidu from Melbourne, Australia, who until recently served as the editor of Distance Education (DE) for the past quarter century. In fact, he too was the Founding Editor.Dr. Vanessa Dennen from Florida State University has served the field in several editorial capacities, including a decade as co-Editor in Chief of The Internet and Higher Education (2014-2024), and 3 years as an Associate Editor for Educational Researcher. She is presently an Associate Editor for Computers in Human Behavior Reports and has edited special issues for Educational Technology Research & Development, Online Learning, Distance Education, The Internet and Higher Education, and Technology, Instruction, Cognition & Learning.More about the topics we hope to cover and our guests below the videohttps://youtu.be/2rK38Af5bncAmong the topics we'll discuss:How the rankings of educational technology journals have skyrocketed since COVID.Recent trends in the educational technology field.Recent and upcoming special issue topics in their journals.Significant challenges they face as editors.Present journal goals.Trends for the future that SLL might consider.As always, we will ask our guests to recommend future guests for SLL.About Our GuestsDr. Vanessa DennenDr. Vanessa Dennen is the Tyner Distinguished Professor of Instructional Systems & Learning Technologies in the Department of Educational Psychology & Learning Systems, Anne Spencer Daves College of Education, Health and Human Sciences at Florida State University. She joined the faculty at FSU in 2003. In 2024 she was named a Fellow of the Association for Educational Communications and Technology. She has a PhD in Instructional Systems Technology and MS in Educational Psychology from Indiana University and an MS in Instructional Design, Development & Evaluation from Syracuse University.Vanessa's research focuses on pedagogical, social, and ethical aspects of learning and interacting in online environments. She began her academic career studying student discussion and engagement in online classes. She has expanded this work to now focus more broadly on networked knowledge activities in professional development settings, the use of emerging online technologies (including artificial intelligence) to support formal and informal learning, and the development of identity and community in online environments. She leads two research groups at FSU, Mediated Environments for Meaningful Education (MEME) Research Group and the Students, Social Media & Schools Research Group.Vanessa has authored more than 100 journal articles and book chapters. Additionally, she has co-edited four books: Virtual Professional Development and Informal Learning in Online Environments (2012), Social Presence and Identity in Online Learning (2019), Reshaping International Teaching and Learning: Universities in the Information Age (2021), and Global Perspectives on Educational Innovations for Emergency Situations (2022). She was a section editor for the 2023 Handbook of Open, Distance and Digital Education.As a practitioner, Vanessa has worked as an instructional designer and evaluator in corporate, government and higher education settings. Projects have included developing and teaching a MOOC, evaluating online learning programs, designing standards-compliant Web-based training programs, and developing online community supports. She is also a trained leadership and performance coach, working with graduate students, faculty, and institutions to promote personal growth, professional development, and help people reach their individual and organizational goals.Vanessa delivers keynote speeches, professional development workshops, and webinars internationally for instructors and instructional designers on topics such as fostering online presence, online learning communities and networks, open educational resources, and instructional design for active learning. During the pandemic, she became known for her, “People First, Content Second, Technology Third” humanist approach to online teaching.Find her homepages at: https://annescollege.fsu.edu/vanessa-dennen or https://vanessadennen.com/Som Naidu, PhD; D. Litt., PFHEADr. Som Naidu, PhD; D. Litt., PFHEAProfessor Som Naidu is former Pro Vice-Chancellor (Flexible Learning), and Director of the Centre for Flexible Learning at the University of the South Pacific, and currently Principal Associate of Technology, Education and Design Associates—a Melbourne based educational technology consultancy service.Dr. Naidu has spent most of his professional life in the higher education sector in a variety of roles to do with enhancing learning and teaching in open, flexible, distance, online learning and distributed learning, and education more generally in a variety of jurisdictions. He possesses undergraduate qualifications in Education from the University of Waikato in New Zealand and graduate qualifications in Educational Technology from Concordia University in Montreal, Canada. A former president of the Open and Distance Learning Association of Australia, Som has served as Executive Editor of the journal Distance Education (https://www.tandfonline.com/toc/cdie20/current) for over 30 years.In May 2014 the Open University of Sri Lanka awarded Dr. Naidu a D.Litt. (Honoris Causa), in recognition of his extensive contribution to the field of open, flexible, distance and e-learning both regionally and internationally. And in July 2020, Advance Higher Education, UK, admitted Dr. Naidu as Principal Fellow of the Higher Education Academy for his commitment, contribution and strategic leadership in the scholarship of learning and teaching globally.ORCiD: http://orcid.org/0000-0002-7480-8120LinkedIn: https://www.linkedin.com/in/som-naidu-phd-d-litt-346a7199/Email: [email protected]: @sommnaiduProfile, Legends of online learning: https://onlinelearninglegends.com/podcast/050-professor-som-naidu/ and https://www.acode.edu.au/mod/page/view.php?id=4039Dr. Peter SheaDr. Shea is a Professor in the department of Educational Theory and Practice with a joint appointment with the Department of Informatics in the College of Engineering and Applied Science. His research focuses on technology-mediated teaching and learning in higher education. He is the author of numerous articles and several book chapters on the topic of online learning and co-author of The Successful Distance Learning Student. He is a co-recipient of several national awards including the EDUCAUSE Award for Systemic Progress in Teaching and Learning for the State University of New York, and Sloan Consortium Awards for Excellence in Faculty Development and Asynchronous Learning Networks Programs, and was named a Sloan-C Fellow in 2011.Dr. Shea has also been the recipient of significant external funding for his recent work. This includes three grants from the Alfred P. Sloan Foundation to research faculty and student experiences in complete online learning environments and support for the development of hybrid learning environments at the University at Albany. He was also principal investigator on a US Department of Education grant to research and develop an online system to support the teaching of Chinese to children in K-12 public schools.Previously, Dr. Shea was Associate Provost for Online Learning at UAlbany, providing leadership and strategy for online teaching and learning in collaboration with academic, administrative, and support units across the University. He was also Director of the SUNY Learning Network, the online education system for the 64 colleges of the State University of New York.Don't miss this exciting episode - join us on April 5th!  Join the conversation at silverliningforlearning.org 

Intercultural competence—the ability to navigate cultural differences with understanding and respect—has become an essential skill in our interconnected world. This competence bridges gaps, fosters understanding, and creates meaningful connections across cultures. Technology has turned the world into one global village where in-person and online encounters with foreign cultures are the norm. However, these can be intimidating when one doesn't know how to navigate cultural differences. Technology serves as a powerful catalyst for developing this essential skill, particularly in today's increasingly multicultural educational landscapes, both on physical campuses and in online learning environments, preparing students for an interconnected future.Cross-cultural differences can be acute in societies with a history of conflict such as Israel. Its main cultural groups are secular Jews, religious Jews and Muslim Arabs, co-living with other minorities from diverse ethnic backgrounds. This diversity is also reflected in how the state and society are organized. Israel’s education system is divided into sectors with schools that do not interact with one another. In this complex context—where historical and ongoing tensions create additional challenges—educators bear the critical responsibility of nurturing students' intercultural sensitivity, creating an urgent need for specialized training while technology-facilitated virtual spaces offer neutral ground for meaningful interaction across cultural boundaries. The TEC Center's work takes on renewed significance as it continues fostering dialogue in this challenging environment.The TEC Center designs and implements simulations within virtual environments, utilizing advanced technologies to create immersive and interactive learning experiences. These simulations are applied in various educational settings to enhance intercultural communication, collaboration, and understanding. These carefully crafted simulations serve as transformative educational tools across various settings, specifically designed to enhance intercultural communication, foster collaboration, and deepen cross-cultural understanding.Simulations in teacher education provide preservice teachers with practical, hands-on experience in a controlled, low-risk environment. Unlike traditional theoretical instruction, simulations allow repeated practice and experimentation, helping future educators develop essential teaching skills. These simulations range from simple text-based formats to immersive virtual reality environments (Gibson et al., 2007; Marburg et al., 2017).Research suggests that incorporating simulations into teacher training programs enhances preparedness for real-world classroom challenges (Zibit & Gibson, 2005; Archambault et al., 2010; Badiee & Kaufman, 2014). By engaging in these controlled yet dynamic settings, preservice teachers gain valuable insights into classroom management, student engagement, and instructional strategies. Simulations also allow educators to role-play different scenarios, improving their ability to respond to diverse classroom situations effectively.Furthermore, virtual simulations create an opportunity for preservice teachers to refine their teaching methods without the fear of making mistakes that could negatively impact actual students (Amichai-Hamburger et al., 2002). These safe-to-fail environments cultivate both confidence and competence, ensuring that future educators are better equipped to navigate the complexities of modern, culturally diverse classrooms. These environments foster confidence and competence, ensuring that future educators are better equipped to handle the complexities of modern teaching. As a result, simulations serve as an essential tool for enhancing teacher education worldwide.AI is significantly transforming intercultural education by enhancing students' intercultural communication competence and promoting inclusive learning environments. The strategic integration of AI tools—including sophisticated chatbots, adaptive language learning applications, and culturally responsive digital assistants—facilitates highly personalized learning journeys and authentic cultural interactions, making education more accessible and effective for diverse learners. Additionally, AI-powered cultural simulations provide students with authentic global experiences, fostering deeper understanding and empathy in a rapidly globalizing world. These advancements not only improve communication across cultures but also contribute to a more inclusive and interconnected educational landscape.The TEC center has received multiple recognitions includingThe Minister of Education Prize for a pedagogic initiative that brought about change in teacher education (2013),The Jerusalem Unity Prize in the presence of the President of the State (2018).Most recently one of our guests Dr. Shonfeld received the 2025 Outstanding Service to Digital Equity award at the SITE 2025 Conference in Orlando, Florida.More at: https://mofet-web.macam.ac.il/tec/en/center/About our guestsProf. Miri Shonfeld is Vice President of the International Association of Intercultural Education, IAIE. She is the head of the Technology, Education, and Cultural Diversity (TEC) Center at MOFET Institute and the head of the thesis graduate program in Technology in Education at Kibbutzim College of Education in Tel-Aviv. Her research deals with intercultural education, online learning environments, collaborative work, virtual worlds, AI and faculty development.Dr. Manal Yazbak  Abu Ahmad is a  Senior Lecturer, pedagogical supervisor, former Dean of Student Affairs, ex-department chair in the English Department at Sakhnin Teacher’s College, and a board member of the TEC Center. She has been coordinating TEC International Online Day for the last 6 years. Furthermore, she is an expert in using innovative digital tools in instruction and has been executing collaborative learning strategies in an online multicultural environment for more than 14 years. Her primary research areas are Intercultural Exchanges, Multicultural Education, Changing Attitudes, Intergroup Dialogues, and Online Collaborative Learning.Dr. Wafa Zidan, Head of Digital Teaching and Learning Unit, at The Arab Academic College of Education in Israel-Haifa. She is a Lecturer in the field of ICT, computer science and research methodology, Internship workshop facilitator, a pedagogical trainer at the college, and online course developer.Her research interests are, online teaching, implementing technology in education, developing, and implementing online courses, as well as the in the field of Internship and entry into teaching profession. Join the conversation at silverliningforlearning.org 

In Episode #227, the Silver Lining for Learning Co-hosts reflect on the transformative (and not so transformative) changes in education of the past five years. They will do such pondering with two long-time friends of SLL, David Wiley, one of the founders of the field of open educational resources and innovator in the field of virtual education who presently is Chief Academic Officer at Lumen Learning and Lin Lin Lipsmeyer from Southern Methodist University who researches in the fields of learning sciences, STEM education, artificial intelligence, and innovative and advanced learning technologies. Lin will discuss her new role as a National Science Foundation (NSF) Program Director/Officer on an Intergovernmental Personnel Act (IPA) assignment.David Wiley is the Chief Academic Officer of Lumen Learning. His work and research happen is at the intersection of open educational resources, generative AI, learning analytics, continuous improvement, and professional development. he's one of the founders of the open educational resources (OER) movement. David is also adjunct faculty in Brigham Young University's graduate program in Instructional Psychology and Technology where he was previously a tenured Associate Professor, and Director of The Brad D. Smith Student Incubator in the Center for Innovation and Entrepreneurship at Marshall University.As an academic, he's been fortunate to receive several recognitions for his work, including an National Science Foundation CAREER grant and appointments as a Nonresident Fellow in the Center for Internet and Society at Stanford Law School, a Peery Social Entrepreneurship Research Fellow in the BYU Marriott School of Business, and a Shuttleworth Fellow. As a social entrepreneur, David has founded or co-founded numerous entities including Lumen Learning, Degreed, and Mountain Heights Academy, and was named an Ashoka Fellow. In 2009, Fast Company named me one of the 100 Most Creative People in Business. In my professional community, he was Education Fellow at Creative Commons from 2013 - 2016 and one of the original authors of the CC Certificate Program, as well as President of the international Association for Educational Communications and Technology from 2022 - 2023.David Wiley began my teaching career in 1996 as adjunct faculty at Ashland Community College in Kentucky where I taught Introduction to E-Business. He then taught Advanced Web Techniques as an adjunct in Marshall University's Computer Science Department. And then Educational Psychology at Brigham Young University as a graduate student. Next, David held tenure-track faculty appointments at Utah State University and Brigham Young University, where he taught courses in instructional design, grant writing, open education, social entrepreneurship, social media in education, and other subjects. As an adjunct, he most recently taught IPT 515R, Generative AI for Instructional Designers, at BYU and ENT200h, The Brad D. Smith Student Incubator, at Marshall University during 2024. Find out more about David Wiley at his homepage: https://davidwiley.org/ or contact him directly at: [email protected] Lin Lipsmeyer is a Professor of Teaching and Learning at the Simmons School of Education & Human Development, Southern Methodist University (SMU, https://www.smu.edu/simmons/about-us/directory/teaching-learning/lipsmeyer). Currently, Dr. Lipsmeyer is serving as a National Science Foundation (NSF) Program Director/Officer on an Intergovernmental Personnel Act (IPA) assignment. Lin earned her Doctor of Education (Ed.D.) degree in Instructional Technology and Media from Teachers College Columbia University. Lin’s interdisciplinary research spans between learning sciences, STEM education, artificial intelligence, and innovative technologies. She has co-edited 9 books and reports, authored or co-authored over a hundred refereed journal articles and book chapters, and delivered more than a hundred presentations at national and international conferences. Dr. Lipsmeyer has also served as PI or Co-PI on multiple grants. Her leadership roles include department chair, center director, conference president, and program chair. From 2018 to 2024, Lin was the Development Editor-in-Chief of the journal, Educational Technology Research and Development (ETR&D), one of the top 20 educational research journals. Her SMU homepage is at: https://www.smu.edu/simmons/about-us/directory/teaching-learning/lipsmeyer and her LinkedIn page is at: https://www.linkedin.com/in/lin-lin-professor/. She can be contacted at: [email protected] Join the conversation at silverliningforlearning.org 

Celebrating 5 years of Silver Lining for Learning with the hosts: Chris Dede, Curt Bonk, Lydia Cao & Punya Mishra  Join the conversation at silverliningforlearning.org 

Everyday AI is an innovative model for teacher professional development to advance middle and high school teachers’ AI literacy and pedagogical content knowledge in teaching AI in their inclusive classrooms. Everyday AI’s innovation is its three waves of PD: 1) an AI Book Club combined with 2) the authentic learning experience of a summer Practicum and 3) a community practice sustained throughout the academic year through monthly webinars.Participating in Everyday AI helps teachers learn to implement the Developing AI Literacy (DAILy) 2.0 Curriculum (link) in their diverse classrooms, grow comfortable teaching foundational AI topics, and develop a deep understanding of AI concepts including AI ethics and its societal impacts. As teachers reflect on how they would modify the materials to make them more accessible, relevant, inclusive, and equitable for their diverse students, they gain ownership over the material. As teachers complete the program, they return to serve as Facilitators in subsequent years to grow new cohorts of knowledgeable AI teachers.In this episode, we dive deep into the experiences of two teachers who've been on the front lines of integrating artificial intelligence into their classrooms. We hear from Wanda and Racquel about their journey through the Everyday AI teacher professional development program. They will share their insights on everything from the AI Book Club and summer practicum to the rewards of mentoring other teachers and ultimately facilitating the program themselves!  Finally, we'll get a glimpse into their current classroom practices, discovering how they implement the DAILy 2.0 curriculum, address student misconceptions, and create impactful learning experiences. Tune in as we uncover the practical applications and transformative potential of AI in education!About our guests Wanda Jones, Computer Science TeacherWanda Jones is a Computer Science educator with over twenty-four years of secondary and undergraduate teaching experience that incorporates her unique background of computer science, education technology, and computer information system management. Ms. Jones was named one of the Amazon Future Engineer Teacher of the year 2022 - 2023 and she is currently a National Winner of the 2024 CS Teaching Excellence Award by the Computer Science Teacher Association. Ms. Jones has worked with the Everyday AI project as a piloting teacher as well as a facilitator.Racquel Herring, Robotics & Digital Literacy TeacherRacquel Herring is a Robotics and Digital Literacy educator with over twenty-five years of experience teaching first graders to adults. She has served as a mentor to new and veteran educators through the National Board for Professional Teaching Standards and Broward County’s New Teacher Academy. Racquel pursues educational experiences that open the world of science and technology to her students. She is one of the initial implementers of the Everyday AI Project.Kate Moore, Research Scientist at the MIT STEP LabKate Moore is a research scientist who studies how to teach middle and high school students about systems and ethics of artificial intelligence and machine learning. She earned her doctoral degree at Teachers College, Columbia University, where she studied cooperative learning and collaborative problem solving, and worked part-time as a professional development coach for STEM teachers in New York City public schools with the Center for the Professional Education of Teachers (CPET). Before entering the world of research and design, Kate served as a middle school science and special education teacher for 10 years. She has worked in public, independent, and charter schools in New York City NY, Newark NJ, and Pittsburgh PA. Join the conversation at silverliningforlearning.org 

In Episode #224 of Silver Lining for Learning (SLL), David Crandall and Selma Šabanović,  from Indiana University Luddy School of Informatics, Computing, and Engineering will be discussing robots for social and elderly therapy. Social robotics is an exciting field and those of us at SLL are extremely excited to feature them on this upcoming show. Importantly, talking robots can play a vital role for those who are living with dementia. Robots will play an increasing role in the space of eldercare and supporting aging overall (see link to Wired Magazine article at the bottom of this blog post). The Wired article highlights some of the ways in which conversational robots can help people gain more meaning into their lives as they age and unfortunately suffer from brain diseases like dementia.  As Selma Šabanović mentioned in Wired, "“We’re interested in making a difference for people through our research now, regardless of how well the technology works or how fast it might become a product and we can hand it off to them to take it home,” Šabanović further stated, “It’s not just about the robots, it’s about making a difference, connecting with people, creating relationships with the community and having an opportunity for mutual learning.” The research is ongoing. Listen to or watch this session and learn about the results so far as well as next steps. Luddy Professor of Computer ScienceDirector of Luddy Artificial Intelligence CenterDirector of Center for Machine LearningDavid Crandall Website:http://www.cs.indiana.edu/~djcran/David Crandall IU Homepage: https://luddy.indiana.edu/contact/profile/index.html?David_CrandallDavid Crandall received the Ph.D. in computer science from Cornell University in 2008 and the M.S. and B.S. degrees in computer science and engineering from the Pennsylvania State University, University Park, in 2001. He worked as a postdoctoral associate at Cornell from 2008-2010, and as a research scientist at Eastman Kodak Company from 2001-2003. Dr. Crandall’s main research interest is computer vision, the area of computer science that tries to design algorithms that can “see”. He is particularly interested in visual object recognition and scene understanding. He is also interested in other problems that involve analyzing and modeling large amounts of uncertain data, like mining data from the web and from online social networking sites. Take a look at Dr. Crandall's Computer Vision Lab website. IU Homepage: https://luddy.indiana.edu/contact/profile/index.html?David_CrandallSince joining IU in 2010, he has been PI or Co-PI on over $24 million in research grants and contracts from the National Science Foundation, the Lilly Endowment, Yahoo, Google, Meta/Facebook, NVidia, the U.S. Intelligence Advanced Research Projects Activity (IARPA), the U.S. Navy, NASA, Toyota Research Institute, the IU Office of the Vice President for Research, the Defense Threat Reduction Agency, the Office of Naval Research, the Electronics and Telecommunications Research Institute, the Air Force Office of Scientific Research, the Indiana Innovation Institute (IN3), the U.S. Department of Defense, and Eastman Kodak Company. He has published over 200 technical articles in top international venues, and has received best paper awards or nominations in CVPR, WWW, CHI, ICCV, and ICDL. He has received an NSF CAREER award (2013), two Google Faculty Research Awards (2014 and 2020), an IU Trustees Teaching Award (2017), a Grant Thornton Fellowship (2019), a Luddy Professorship (2021), and Distinguished ACM Membership (2022).Selma Šabanović is a Professor of Informatics and Cognitive Science at Indiana University Bloomington. She studies social robotics and human-robot interaction, with a focus on exploring how robots should be designed to assist people in various use contexts, including mental health, wellness, education, and social participation. She works with existing and potential robot users of all ages, from children to older adults, and in various cultures, including East Asia, Europe, and the US. She currently serves as the Associate Dean of Faculty Affairs for the Luddy School and as an Associate Vice President of the IEEE Robotics and Automation Society Educational Activities Board. She previously served as the Editor in Chief of the ACM Transactions on Human-Robot Interaction from 2017-2024. She received her PhD in Science and Technology Studies in 2007 from Rensselaer Polytechnic Institute.Story in Wired Magazine, Feb. 8, 2024: https://news.luddy.indiana.edu/story.html?story=Wired-story-highlights-differencemaking-Luddy-School-dementia-researchJanuary 4, 2024: https://www.wired.com/story/parents-dementia-robots-warm-technology/May 10, 2024, News at IU, https://news.iu.edu/live/news/35667-future-of-social-robots-showcased-in-iu Join the conversation at silverliningforlearning.org 

The National AI Institute for Adult Learning and Online Education (AI-ALOE) is a research institute led by the Georgia Institute of Technology.  AI-ALOE is a leader in developing cutting-edge AI applications for improving online adult education. These efforts are bidirectional - AI is used to transform online adult learning and online adult learning to transform AI. These transformations are not “just doing things better” but “doing better things” in effectiveness, efficiency, access, scale, and personalization.The podcast will focus on a generative-AI-based virtual teaching assistant, Jill Watson. Developed by researchers at AI-ALOE, Jill Watson is deployed on the class learning management system to engage in extended, cognitively-rich and factually grounded one-on-one conversations with students about topics in instructor-approved course materials anytime and anywhere. With its reach, Jill Watson affords opportunities for improving and democratizing post-secondary learning.Readings and Resources: https://aialoe.org, Taneja, Karan, Pratyusha Maiti, Sandeep Kakar, Pranav Guruprasad, Sanjeev Rao, & Ashok K. Goel. "Jill Watson: A Virtual Teaching Assistant powered by ChatGPT."Episode GuestsAshok GoelAshok K. Goel is a Professor of Computer Science and Human-Centered Computing in the School of Interactive Computing at Georgia Institute of Technology and the Chief Scientist with Georgia Tech’s Center for 21st Century Universities. For almost forty years, he has conducted research into cognitive systems at the intersection of artificial intelligence and cognitive science with a focus on computational design and creativity. For almost two decades, much of his research has increasingly focused on AI in education and education in AI. He is a Fellow of AAAI and the Cognitive Science Society, an Editor Emeritus of AAAI’s AI Magazine, and a recipient of AAAI’s Outstanding AI Educator Award as well as the University of System of Georgia’s Scholarship of Learning and Teaching Award. Ashok is the PI and Executive Director of National AI Institute for Adult Learning and Online Education (aialoe.org) sponsored by the United States National Science Foundation.Sandeep KakarSandeep Kakar is a Research Scientist in the Design & Intelligence lab of the School of Interactive Computing at the Georgia Institute of Technology. His research interest centers around using artificial intelligence to improve learning outcomes in online education. He holds an MS in Computer Science. His previous education includes a Ph.D. in Physics and an MBA.Kristy SingletaryKristy Singletary has 15 years of experience in Georgia’s technical colleges. She currently serves as the Dean of General Education at Georgia Northwestern Technical College, as an English faculty member at Southern Regional Technical College, and as a teaching fellow at the National AI Institute for Adult Learning and Online Education (AI-ALOE).Dr. Singletary is a passionate advocate for equitable access to higher education, with research focused on identifying and addressing barriers to student success in higher education. Recently, she has become an active contributor to research on the ethical integration of AI to enhance learning outcomes in TCSG classrooms. As an educator, administrator, and researcher, Dr. Singletary is deeply committed to providing exceptional education for students across northwest and southwest Georgia. Join the conversation at silverliningforlearning.org 

The Center on Reinventing Public Education (CRPE) is at the forefront of understanding how school districts are implementing AI technologies and addressing critical gaps in teacher preparedness. Their research explores the complex landscape of AI adoption in schools, revealing both innovative approaches and big challenges in integrating these emerging technologies into teaching and learning.As generative artificial intelligence has begun to impact the educational landscape, the Center on Reinventing Public Education (CRPE) has emerged as a leading voice in understanding and guiding AI adoption in schools. Their recent research has shed light on how early-adopter school districts are implementing AI technologies and the challenges they face. From teacher-centered AI tools to professional development initiatives, CRPE's findings reveal a diverse range of approaches being taken by forward-thinking districts across the US.CRPE's work has also explored significant gaps in AI readiness, particularly in teacher preparation programs. Their study of U.S. teachers colleges indicates a concerning lag in AI training for future educators, raising critical questions about how well-equipped the next generation of teachers will be to navigate an AI-infused education system. As schools grapple with the opportunities and challenges presented by AI, CRPE's research prompts important discussions about policy development, ethical considerations, and the future of teaching and learning in a post-ChatGPT world.More about our guests and their work below the videohttps://youtu.be/J7HAxlNbgYcSome linksWhat can be learned from early adopters of AI? | K-12 DiveNew Survey Says U.S. Teachers Colleges Lag on AI Training. Here are 4 Takeaways – The 74Think Forward: Learning with AIMichael Berardino is a Senior Research Analyst at the Center on Reinventing Public Education. Michael’s prior research focuses on issues of equity in public education policy, with a concentration on racial equity and Multilingual Learners and creating more equitable and inclusive assessment and instructional practices. Before joining CRPE, Michael was a Senior Research Associate at the Center for Collaborative Education, studying the development of alternative assessment and accountability systems and innovative high school practices promoting post-secondary educational success. Michael has a PhD in Public Policy from the University of Massachusetts Boston and a BA in Government from Georgetown University.Steven Weiner is a research analyst at the Center on Reinventing Public Education, where he brings an interdisciplinary lens to understanding transformative change within educational systems. His previous research has leveraged elements of organizational theory, design studies, learning sciences, and foresight methodologies to explore the institutional challenges schools face when adopting innovative educational practices. As a doctoral student, Steven received the National Science Foundation’s Graduate Research Fellowship and was named a University Innovation Fellow by the Hasso Plattner Institute of Design at Stanford University. Steven began his career as a high school physics teacher and later helped envision, design, and run a community-centered educational makerspace at a major US science center. Steven holds a BA in Classical Studies from the University of Florida and a PhD from Arizona State University’s College of Global Futures. Join the conversation at silverliningforlearning.org 

In this episode, we will hear from the MIT STEP Lab on two of their AI initiatives: Collaborative Artificial Intelligence for Learning (CAIL) and RAICA (Responsible AI for Computational Action). Collaborative Artificial Intelligence for Learning (CAIL) is a research and design project at the MIT Step Lab focused on integrating innovative AI tools in the classroom to support learning in collaborative groups. RAICA (Responsible AI for Computational Action) designs curriculum focusing on computational action with artificial intelligence for late primary, middle, and secondary students.Collaborative Artificial Intelligence for Learning (CAIL) is a research and design project focused on integrating innovative AI tools in the classroom to support learning in collaborative groups. Students interact with AI-powered conversational agents in group work and discussions. The agent is envisioned as a peer who would promote deeper thinking on the topics instead of an efficiency tool. We also aim to provide real-time information to teachers and students to support teachers’ formative assessment and students’ self reflection. As part of the project, we are building out CAILA (Collaborative Artificial Intelligence for Learning and Analysis) to process the real-time data while keeping with human- and child-centered design principles and keeping humans in the loop. To date, we have created conversational agents to work with high school students in PBL data science workshops and investigated potential roles the agents could play in team-building exercises. Our lines of inquiry span from the personas and roles of the agents to analytic tool development to formative and reflective assessments for learning.The goal of the RAICA curriculum is computational action with artificial intelligence for late primary, middle and secondary students. In order for students to take computational action with AI, RAICA has designed lessons that provide opportunities for students to apply computational thinking and responsible design while growing their AI fluency. We approach all of our work with a constructionist pedagogy, a belief that students learn best by constructing their own knowledge and being creative. We use Universal Design for Learning (UDL) and the Technological, Pedagogical, and Content Knowledge (TPACK) frameworks to guide the design of RAICA’s materials to support student and teacher learning.More about our guests below the videohttps://youtu.be/QtGKHYBKgoEAbout our guestsGrace Lin: As an assessment scientist, Grace Lin is particularly interested in measurement and playful assessments for and of learning. Her research centers around different areas of cognition and how games can be implemented to not just help people learn, but also measure elusive constructs. She received her PhD in Education from University of California, Irvine, an Ed.M. in Mind, Brain, and Education from Harvard Graduate School of Education, and a B.A. in Psychology from New York University. At UC Irvine, she was trained as a Pedagogical Fellow and conducted teaching assistant and course design PD workshops for both first year graduate students and postdocs across various disciplines. Prior to joining MIT, Grace was a postdoctoral fellow at the University of Oregon, working with nonprofit organizations and on an early childhood measures repository.Christina Bosch: Christina Anderson Bosch is a research scientist on the RAICA project. Over the last 15 years, she has pursued a range of experiences with/in education systems in various U.S. contexts and internationally, focusing on evidence-based instruction, inclusive curriculum design and evaluation, teacher professional development, and partnerships that advance access, equity, and interest in life-long learning. Dr. Bosch’s various lines of work share creativity, rigor, and global citizenship as values. She holds a Ph.D. in Special Education from the University of Massachusetts Amherst, a M.Ed. in Mind, Brain, and Education from Harvard University, a M.A. in Special Education from American University, and a B.A. in English from the University of Vermont and is grateful for the many lineages that have shaped her perspective.Emma Andersen: Emma Anderson has a PhD from the University of Pennsylvania’s Graduate School of Education. She holds an MA from the University of Buffalo in geology and an BA from Smith College in sociology-anthropology. Her research centers around science, art, making, and play. Prior to her doctoral studies, she worked at Baltimore Woods Nature Center as an environmental educator bringing science lessons into urban kindergarten through 6th-grade classrooms and leading summer campers around the woods. Join the conversation at silverliningforlearning.org