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Have you crunched the numbers on how much raising your children is costing you? Personal finance experts Jay Tolentino and Carol Glynn join Helen in studio to make sense of the numbers.Plus, is homeschooling the future? Leisa Grace Wilson of TEACH ME weighs in. Dr. Michael Ryan, Dubai's Hair Doctor, tells us why you're losing your hair over a stressful life event. And finally, Richard Waind of Better Homes shares with us the latest list of 50 Best Homes in the UAE.See omnystudio.com/listener for privacy information.
In this episode of Why Distance Learning, Seth and Allyson speak with Bobbie Sandberg — an educational researcher who recently completed her PhD in instructional psychology and technology at BYU — about what's actually happening in the household when a K-12 student learns online, and why most programs aren't designed for the answer. Bobbie's research, grounded in Jered Borup's Academic Communities of Engagement framework, reframes engagement as a three-dimensional challenge — cognitive, behavioral, and affective — that K-12 students can't sustain alone. When the school is online, the support system shifts to whoever is home. And most programs haven't reckoned with what that means.Together, Seth, Allyson, and Bobbie explore how parents naturally divide the labor of support, why more involvement isn't the same as better involvement, and what happens when families arrive at virtual school not by choice but because nothing else worked. Bobbie also shares what she's learned about the critical first weeks of enrollment, why explicit role invitations from programs make a surprisingly big difference, and the underrated power of affective engagement — including a story about refugee mothers whose aspirational storytelling did what tutoring couldn't.Key topics discussed: - the three dimensions of student engagement and who owns each one- why cognitive support from parents can actually backfire- mooring factors and why families don't always "choose" online school- the fire hose problem in onboarding; designing for autonomy instead of dependence- why affective engagement might be the most underestimated variable in online learning.Links & Resources:Bobbie's parent guide website: https://www.supportonlinelearning.com/parentguide.htmlBobbie's parent assessment - HOPE survey: https://byu.az1.qualtrics.com/jfe/form/SV_7WdzYJPDpXve16K "Behind the Screen: Exploring Parental Roles in K-12 Online Education" (Journal of Research on Technology in Education, 2024) - https://www.tandfonline.com/doi/abs/10.1080/15391523.2024.2447729"Parental Support Challenges for K-12 Student Online Engagement" (Distance Education, 2024) - https://www.tandfonline.com/doi/abs/10.1080/01587919.2024.2397481 "Choosing Virtual: Understanding the Forces that Drive Parents Toward Online K-12 Education" (Journal of School Choice, 2025) - https://www.tandfonline.com/doi/abs/10.1080/15582159.2025.2534005Guest Bio: Bobbie Sandberg is an educational researcher who recently completed her PhD in instructional psychology and technology at Brigham Young University. Her work focuses on parental roles in K-12 online education, with published research on how families navigate school choice, how parents construct their support roles, and where programs most commonly fail to design for the home environment. She holds a BA in linguistics and a TESOL master's certification from BYU.About the Hosts: Seth Fleischauer is the founder of Banyan Global Learning and host of Why Distance Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators — building the kind of structured, human-centered distance learning the podcast explores. See https://banyangloballearning.com/global-learning-live/Tami Moehring and Allyson Mitchell work with CILC, the Center for Interactive Learning and Collaboration, to help educators implement high-quality live virtual learning experiences across grade levels. Discover more at CILC.org.
In this episode of Why Distance Learning, your hosts talk with Dr. Helaine Marshall — retired professor of education at Long Island University Hudson and creator of SOFLA, the Synchronous Online Flipped Learning Approach — about the pedagogy most online courses never get around to designing, and what it costs when they don't. Drawing on five years of development work, Community of Inquiry theory, and her own linguistics teaching, Helaine walks through an eight-step cycle that treats synchronous virtual instruction as its own medium rather than a degraded version of in-person teaching. The reframe at the center of the conversation: online learning isn't a tool problem, it's a design problem — and empowerment isn't something teachers do to students, it's what happens when the conditions are built for it.Together, the hosts and Helaine explore why most virtual classrooms default to lecture-over-Zoom, the eight-step SOFLA cycle that weaves asynchronous pre-work with structured synchronous sessions, the two steps that actually determine whether it succeeds (the SHAC share-out protocol and "preview and discovery"), the control issues that make teachers resist the model, and how SOFLA adapts across content areas — from linguistics to Boyle's Law — and age groups. They also work through Helaine's four E's framework — equity, enrichment, engagement, empowerment — and a single linguistic observation that reframes how to think about agency in virtual classrooms: empowerment is not a transitive verb.Key TopicsThe eight-step SOFLA cycle: pre-work, sign-in, whole group application, breakouts, share-out, preview and discovery, assignment instructions, reflectionWhy pedagogy outlasts tech tools — and why most online teaching skips pedagogy entirelyThe SHAC protocol for accountable, substantive peer feedback"Preview and discovery" as the motivational hinge between lessonsThe four E's: equity, enrichment, engagement, empowermentP-P-R-R (patience, persistence, reflection, renewal) for teachers new to the modelAdapting SOFLA across content areas, age groups, and even in-person classrooms4. Links & ResourcesSOFLA® (book, forthcoming May 2026) — Helaine W. Marshall and Ilka Kostka, University of Michigan Press, Brief Instructional Guide Series: https://press.umich.edu/Books/S/SOFLA-RHelaine's SOFLA hub — overview, training team, and resources: https://malpeducation.com/sofla/Helaine's bio and full publication list — https://malpeducation.com/our-experts/helaine-w-marshall/"Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach" — Marshall & Kostka, TESL-EJ, Vol. 24 (open access): https://tesl-ej.org/wordpress/issues/volume24/ej94/ej94int/Breaking New Ground for SLIFE: The Mutually Adaptive Learning Paradigm, 2nd ed. (2023) — Helaine's other signature framework (MALP), University of Michigan PressMeeting the Needs of SLIFE: A Guide for Educators, 2nd ed. — Marshall, DeCapua, and Tang, University of Michigan PressPerusall — the social annotation platform Helaine uses for pre-work: https://www.perusall.com/Flipped Learning Network — founded by Jon Bergmann and Aaron Sams, referenced as the origin of flipped learning: https://flippedlearning.org/Community of Inquiry framework — Garrison, Anderson & Archer, the theoretical grounding for teaching presence: https://coi.athabascau.ca/CILC — Center for Interactive Learning and Collaboration: https://cilc.orgBanyan Global Learning — https://banyangloballearning.com/global-learning-live/Guest Bio: Dr. Helaine W. MarshallDr. Helaine W. Marshall is the creator of two instructional frameworks — SOFLA (Synchronous Online Flipped Learning Approach) and MALP (Mutually Adaptive Learning Paradigm) — and currently serves as president of MALP, LLC, where she trains educators on both models. Her work centers on culturally responsive-sustaining education and online flipped learning, particularly for teachers working with language learners and students whose prior schooling has been disrupted. She is retired Professor of Education and Director of Language Education Programs at Long Island University – Hudson, has published three books with University of Michigan Press, and received the 2023 Lifetime Achievement Award from New York State TESOL.About the Hosts: Seth Fleischauer is the founder of Banyan Global Learning and host of Why Distance Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators — building the kind of structured, human-centered distance learning the podcast explores. See https://banyangloballearning.com/Tami Moehring and Allyson Mitchell work with CILC, the Center for Interactive Learning and Collaboration, to help educators implement high-quality live virtual learning experiences across grade levels. Discover more at CILC.org.
This is the second of a two-part conversation with Michael Barbour, one of the most cited researchers in K-12 distance and online learning. Michael is assistant dean for academic innovation and integration at Touro University California, and has spent nearly three decades studying the design, delivery, and support of K-12 distance, online, and blended learning — as well as the policy and governance structures that shape it. If you haven't listened to part one yet, start there.In this episode, we examine an assumption that surfaced repeatedly during the pandemic: that because distance learning has been around for decades, schools should have been ready. Michael has the data on why they weren't — and why, despite a global wake-up call, most still aren't. The numbers are striking: less than 10% of teacher preparation programs included any meaningful content on K-12 online learning even after COVID. And as Michael makes clear, the next disruption — whether pandemic, weather event, or political unrest — is not a question of if, but when.From there, the conversation takes a surprising turn. Michael shares a counterintuitive research finding: students who had K-12 online learning experience actually performed worse as online learners at the university level — and he unpacks exactly why that happened and what it reveals about the difference between synchronous and asynchronous program design. He also walks through one of the most compelling real-world models of synchronous distance learning in K-12 — the Center for Distance Learning and Innovation in Newfoundland — and what it would actually take to replicate that kind of intentional design at scale."Every single one of your listeners, unless they plan on retiring in the next year or two, will likely experience another regional or global pandemic. And that's just on the pandemic side." — Michael BarbourTopics covered:~1:30 — Bridging policy, pedagogy, and technology: why hopes and prayers aren't a strategy~3:20 — What the National Education Technology Plans have been saying since 1996~4:20 — The teacher preparation gap: the numbers before, during, and after COVID~7:20 — The history of pandemics and why every educator needs distance learning skills~13:20 — A counterintuitive finding: why K-12 online experience made university online learners worse~19:20 — Synchronous vs. asynchronous design and the CDLI model~28:20 — Why distance learning matters for every educator, not just virtual school teachersLinks and resources:MichaelBarbour.com - all of Michael's researchA Vision for K-12 Online and Blended Learning in Teacher Education — the teacher preparation work referenced in this episodePart 1 of this conversation is available now — start there if you haven't already.Discover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience. See https://www.banyangloballearning.com/
From nursery numbers to exam cancellations, the systems families rely on are struggling. Helen asks the experts how the community can help…See omnystudio.com/listener for privacy information.
This is the first of a two-part conversation with Michael Barbour, one of the most cited researchers in K-12 distance and online learning. Michael is assistant dean for academic innovation and integration at Touro University California, and has spent nearly three decades studying the design, delivery, and support of K-12 distance, online, and blended learning — as well as the policy and governance structures that shape it. His work has brought him before legislatures and policymakers around the world.In this episode, we put a foundational assumption on the table: that research gives teachers answers. Michael makes a clear and generous case that it doesn't — and that both researchers and classroom teachers share responsibility for that misunderstanding. The distinction he draws between best practices and promising practices isn't semantic. It has real consequences for how leaders build cultures of evidence-informed decision-making, and how teachers are trained to engage with research in the first place.From there, the conversation moves into some of the most persistent misconceptions in the field — including the idea that distance learning only works for certain types of students, and the often-overlooked role that local support plays in whether any online program succeeds or fails. Michael also challenges the assumption that face-to-face teachers have a natural engagement advantage over their online counterparts, and makes a compelling case for why the distance environment may actually offer more tools for meaningful connection — not fewer."The best that we can hope for in all honesty is that research might lead us to a promising practice as a starting point." — Michael BarbourTopics covered:00:00 — Michael's origin story in K-12 distance learning~04:00 — Why teachers don't engage with research, and why researchers share the blame~10:00 — Best practices vs. promising practices: why the distinction matters~17:00 — Who distance learning actually works for~21:00 — The role of local support in online program design~24:00 — Engagement, belonging, and the myth of the visual cue~30:00 — What "personalized learning" actually looks like in K-12 online contextsLinks and resources:DLAC Research Agenda Summary — referenced early in the conversationNEPC Newsletter: AI and Personalization in K-12 Online Learning — Michael's recent piece on what personalized learning actually means in practiceDiscover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience.
Schools in the UAE are currently on day two of a planned two weeks of distance learning - but could they open earlier than planned? Helen gets the lowdown. Plus we talk rain, road flooding and safe driving with the experts, and we find out how regional uncertainty is impacting upon the region's fertility healthcare sector.See omnystudio.com/listener for privacy information.
HEADLINES:• Iran Attacks Day 18: Your Morning News Briefing• Distance Learning To Continue For Two Additional Weeks• Lovin' Community Support: Do You Need Help Right Now? Tell Us Your Story• People Queued Round The Block For Free Entry To Dubai Miracle Garden• What St. Patrick's Day Actually Is...
About Our GuestsDr. Brandon Ferderer is Head of Programming at Shared Studios and honors faculty at Arizona State University. A writer, performer, storyteller, and expert facilitator, Brandon holds a doctorate in intercultural communications from Arizona State University. His work spans private, education, and nonprofit sectors, harnessing communication technology to bridge cultural divides through dynamic educational and arts programs. His academic and creative works have been featured in Critical Studies in Media Communication and The Seventh Wave, and he has performed at the Scottsdale Museum of Contemporary Art, Phoenix Art Museum, the Moth Main Stage, and the Dixon Theater in New York City.Ross Phillips is a social studies teacher at Winnacunnet High School in Hampton, New Hampshire. Holding a master's degree in education from the University of New Hampshire, Ross is passionate about bringing the world into his classroom through live virtual connections. An avid world traveler who has explored Thailand, Cambodia, Vietnam, Egypt, Italy, Iceland, and beyond, Ross uses real-world application to ignite students' curiosity for non-Western history, law, and geography.What Is Shared Studios?Shared Studios is best known for its immersive portals — repurposed shipping containers equipped with audiovisual technology that place users in a full-body, face-to-face conversation with someone in a similar container in one of 20–25 countries around the world. But at its core, Shared Studios is a network of people: trained facilitators and community members around the globe — from community activists to UN officials — brought together to create meaningful educational connections. Programming can be delivered through the immersive portal environment or via video conferencing.Key Topics DiscussedWhy immersive portals go beyond video conferencing Brandon explains that 65–75% of a message's meaning is communicated nonverbally. While video conferencing restored face-to-face visibility, it also introduced "Zoom fatigue" — the tendency to monitor how we appear to be connecting rather than actually connecting. The portal creates full-body presence and a sense of accountability to your conversational partner, which is essential for building genuine empathy.The origin story of Shared Studios Founder Amar Bakshi originally built the portal concept to help his grandmother feel connected to her native Pakistan — imagining her sharing a chai in a café. The first portals debuted at a New York art gallery and in Tehran, Iran, where the profound emotional responses (women dancing freely behind closed doors, a young man coming out) revealed the technology's transformative potential.How Ross uses the portal at Winnacunnet High School Ross has built years of relationships with curators in Mexico City, Kigali, and other sites. Students recognize facilitators by name, ask about their lives, and engage in deeply personal conversations — including discussions about the Rwandan genocide with survivors and their families, a topic directly tied to New Hampshire's state curriculum standards.The role of the facilitator On-site facilitators like Ross help students acclimate to the unique, distraction-free environment of the portal. The shared studios curators on the other end are trained to handle sensitive or culturally awkward moments as teachable opportunities rather than offenses — creating a space where students can "trip up" and grow.Reaching reluctant learners Rather than leading with heavy topics, Brandon and Ross recommend starting with common ground — video games, food, music, daily life. A memorable example: skeptical Arizona State students connected with young men in Herat, Afghanistan over football and video games, and ended up in a 45-minute conversation about U.S.-Afghan relations.Preparing students for cross-cultural conversations Shared Studios uses "shared understandings" drawn from the Mejlis style of dialogue — an approach rooted in Arab cultures emphasizing equity in speaking time, active listening, and respectful engagement. Brandon also discusses the importance of teaching students the difference between cultural relativism and universalism before entering conversations.Why distance learning matters Both guests emphasize that the problems facing the next generation — climate change, refugee crises, global poverty, genocide — are deeply interconnected and cannot be solved by any one nation or culture. Distance learning, especially in immersive forms, is how we build the global citizens equipped to meet those challenges together.Quotable Moments"Video conferencing has been really great for connecting us. It has not been so good at creating connection between us." — Dr. Brandon Ferderer"I've never walked away from a connection being like, 'Well, that didn't go well.' There's always a nugget." — Ross Phillips"We have to find ways to put young people into conversation with people who are different than them... distance learning is the way that we do that." — Dr. Brandon FerdererResources & LinksShared StudiosWinnacunnet High SchoolFind all episode links and visuals at cilc.org/podcastHost links:Discover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience. See https://banyangloballearning.com/global-learning-live/Enjoyed this episode? Tell a friend, follow the podcast, and leave us a review! Editing by Lucas Salazar.
Does distance learning work? Short answer – yes! But it has to be set up right. Learn more in this episode! https://7powercontractor.com/distance-learning-works/ Notice to listeners: The information in this book, along with the forms and structures provided, are meant to serve as a helpful reference guide for the plumbing, heating, cooling, electrical, and other contracting industries. The host of and contributors to this podcast take no responsibility for compliance with the laws or regulations that govern your specific business. The responsibility for making sure everything is compliant (among other things) is 100 percent yours. Before you implement any new information or forms, please check with your own trusted business advisers, including your own attorney, to make certain that the forms and the information you plan to implement will comply with all relevant laws, customs, and regulations.
After attending DLAC — the Digital Learning Annual Conference — founded by John Watson, one thing is clear: the digital learning community doesn't retreat under constraints. It builds.Yet, for some, the question persists:Was distance learning just a pandemic stopgap? Or is it a durable part of education's future?In this episode, John Watson joins us to unpack what the field actually learned from 2020 — and what it didn't.One of the most persistent misconceptions, he argues, is the conflation of emergency remote instruction with purpose-built online learning. High-quality digital programs take months or years to design. What happened during the pandemic was an emergency pivot. Those are not interchangeable.More importantly, this conversation reframes the debate entirely. The future isn't “online versus in-person.” It's about expanding options.What We ExploreWhy online learning should be compared to real on-the-ground alternatives — not idealized versions of school.How digital access enables other opportunities (CTE pathways, dual enrollment, flexible schedules), not just online coursework.Why hybrid models are emerging as one of the most dynamic growth areas in K–12.What personalization actually means — beyond superficial choice menus.How AI may reshape agency, instruction, and lifelong learning in unpredictable ways.A powerful story of a student who moved from functional dropout status to graduate school through a hybrid pathway.Throughout the conversation, a consistent theme emerges: Success should not be measured at the system level alone. It has to be measured at the level of individual students and the futures they're building. Distance learning isn't valuable because it's digital. It's valuable because it creates flexibility where rigidity used to exist.A Shift in PerspectiveInstead of asking whether distance learning has a future, perhaps the better question is:How do we design systems where digital tools expand human possibility — rather than merely digitize existing constraints?The schools represented at DLAC are not arguing for replacement models. They are building blended ecosystems that combine online coursework, face-to-face experiences, internships, community partnerships, and emerging technologies in ways that make school more adaptive.Episode LinksLearn more about DLAC and their year-round professional learning communities: https://www.deelac.comExplore additional episodes and resources: https://www.cilc.org/podcastAbout the HostsSeth Fleischauer is the founder of Banyan Global Learning, which designs structured live virtual and global learning experiences that expand student connection across classrooms and continents.Tami Moehring and Allyson Mitchell work with CILC to support educators in implementing high-quality digital learning experiences across grade levels.
Virtual learning didn't start as a tech experiment. It started as a capacity and access solution.In this conversation, Julie Young traces the early design logic behind Florida Virtual School—what problems it was built to solve in the mid-1990s, and what that origin story still reveals about rigor, relationships, student identity, and how to design learning systems that scale.You'll hear why the mission was never “deliver online,” but break the capacity ceiling—especially in places where schools couldn't staff courses, couldn't afford expansion, or literally didn't have rooms to add sections. Key Ideas and Moments1) “Virtual delivery was the means, not the mission.”Julie frames FLVS as a response to overcrowding, teacher shortages, and unequal course access—not a fascination with the internet.2) The AP “try it with a safety net” designAn early innovation: students could attempt AP coursework while having a built-in path back without public shame, sometimes even with the same teacher—reducing fear of failure and expanding who even tries advanced courses.3) Why some students “become a different person” onlineJulie describes how virtual learning can enable students who were failing or labeled in traditional settings to succeed because:they can move faster or slower without an audience,teachers can give more individualized attention,relationships can be built deliberately,bullying/social status pressures are reduced.4) Relationship-building as an operational system, not a vibeEarly FLVS practice emphasized front-loading relationship-building: extended calls, deep parent conversations, learning student voice through writing, and using that baseline for both instruction and academic integrity (in an era before tools like Turnitin).5) The parent's role: support pace, don't replace the teacherJulie is explicit that FLVS was designed with teachers responsible for learning, and parents as partners for pace, communication, and context—not as the primary instructor.6) What online makes possible in K–12 ↔ college pathwaysFrom ASU Prep Digital, Julie shares how online models remove “physical campus” and age-related barriers in dual enrollment—making authentic college coursework possible even for unusually accelerated middle school students.7) Why she wrote the book nowJulie's book aims to capture 30 years of policy, research, mistakes, and breakthroughs—the “drama and trauma” of building an industry that many newer educators only encountered through the distorted lens of 2020.Who This Episode Is ForPolicy and system leaders shaping virtual/hybrid strategyDistrict and school leaders designing scalable online programsInstructional designers and program operators trying to make relationships reliable at scaleAnyone tired of pandemic-era assumptions substituting for real historyLinks & ReferencesJulie Young Education - https://www.julieyoungeducation.com/Julie's new book Virtual Schools, Actual Learning: Digital Education in America (with Julie Peterson and Kay Johnson)Florida Virtual School - https://www.flvs.net/Center for Interactive Learning and Collaboration - https://www.cilc.org/Learn more about Banyan Global Learning: https://www.banyangloballearning.com
How do you know if your virtual program is actually high quality—without reducing it to a checklist?Dr. Chris Harrington returns to the podcast to share how he's building the Virtual Learning Accelerator: a human-centered system that helps leaders assess program quality, translate results into priorities, and support teachers over time—without outsourcing professional judgment to AI.What you'll get from this episodeA clear way to think about quality as a system, not a tool or a single roleHow standards-aligned self-assessment becomes useful instead of performativePractical guardrails for using AI to speed up improvement without distorting itA sustainable model for improving virtual programs year over yearKey moments00:01–02:05 — Why the quality question matters now02:20–07:30 — The Virtual Learning Accelerator: coaching, assessment, and PD as one system09:46–14:45 — How the needs assessment works (14 standards, ~45–60 minutes, instant report)15:45–18:45 — Why the AI launch was delayed: tightening rubrics and recommendations21:03–26:40 — Turning scores into action: why coaching is the translation layer28:30–36:10 — Supporting teachers at scale: micro-courses aligned to online teaching standards37:00–40:10 — Revisiting “Why Distance Learning?”: the shift from access to qualityLinksVirtual Learning Accelerator: digitallearningworks.orgEmpowerED Research Institute: empoweredresearch.orgNational Standards for Quality Online Learning: nsqol.orgHost LinksDiscover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience. See https://banyangloballearning.com/global-learning-live/
John Maytham speak to Professor Jonathan Jansen, Professor in Education at Stellenbosch University, who shares his insights on the potential and limitations of distance learning in South Africa. The discussion explores how opening distance education beyond UNISA could reshape the higher education landscape, while also examining the challenges institutions face in implementing quality online programmes.See omnystudio.com/listener for privacy information.
Distance learning doesn't fail because of tools—it falters when leadership, policy, and systems don't align around student success. In this episode, Seth Fleischauer and Allyson Mitchell sit down with Dr. Alexandra Salas, founder and CEO of the Delmarva Digital Learning Association, to unpack what institutional readiness for digital learning actually requires.Drawing on her experience in higher education leadership, instructional design, and nonprofit systems change, Dr. Salas challenges the idea that digital learning is merely a delivery mode. Instead, she frames it as a connective infrastructure—one that can support access, belonging, wellness, and persistence when designed intentionally.The conversation moves beyond emergency remote learning to examine how organizations evaluate readiness, why frameworks matter, and what leaders must confront if digital learning is going to meaningfully support students rather than strain them.What This Episode ExploresWhy digital learning should be evaluated at the systems level—not course by courseThe difference between emergency remote teaching and sustainable digital learningHow leadership, governance, policy, and student support services shape online successWhy “online readiness” is about people and structures as much as platformsThe role of reflection frameworks (Quality Matters, OLC, ISTE, and others) in continuous improvementHow wellness, trauma-informed practices, and student belonging intersect with distance learningWhat teaching yoga online revealed about presence, connection, and learning in virtual spacesWhy distance learning is better understood as connected, accessible, future-ready learningGolden MomentDr. Salas shares an early career story from her time as an instructional designer—partnering with faculty to bring courses like anthropology, chemistry, and Arabic online before large-scale platforms made it commonplace. The moment highlights a recurring theme of the episode: trust, curiosity, and collaboration matter more than tools when innovation involves real change.Why Distance Learning?In Dr. Salas's words, distance learning isn't about distance at all. It's about access, inclusion, and possibility—especially for learners in rural or underserved communities. When aligned with strong leadership and intentional systems, digital learning becomes a bridge rather than a substitute.Mentioned Work & ResourcesDelmarva Digital Learning Association — https://delmarvadla.orgUnited States Distance Learning Association - https://usdla.org/Bestemming Yoga — https://www.bestemmingyoga.com/meet-ytNumbers and Sense by Alexandra SalasQuality Matters, OLC, Blackboard, and ISTE digital learning frameworks (referenced conceptually)Host LinksDiscover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience. See https://banyangloballearning.com/global-learning-live/
In this episode of Why Distance Learning, Seth turns the spotlight to co-hosts Tami Moehring and Allyson Mitchell to explore the work they lead at the Center for Interactive Learning and Collaboration (CILC). For more than 30 years—long before the digital pivot of 2020—CILC has been connecting classrooms and communities to museums, zoos, aquariums, and cultural institutions through live, interactive virtual programs. But as demand grew, so did a problem: users loved the programming but struggled to find the right experience in a catalog of over 2,600 virtual field trips.To solve this, CILC redesigned everything around two clear pathways: Field Ed for PreK–12 classrooms and Rome From Home for adults and older adults. Each gives users a curated entry point rather than a maze of search results. And instead of forcing teachers or community coordinators to juggle logistics, CILC introduced bundles and fully hosted webinar series—options that reduce prep time to almost zero while improving the learner experience.What problems CILC kept hearingTeachers overwhelmed by too many choices, not enough guidanceAdults and senior-living communities needing moderated, accessible programsContent providers unsure how to adapt or refresh virtual programmingSchool budgets going unused because scheduling felt too complexWhat the redesigned model deliversField Ed: A clean K–12 catalog aligned to curriculum, standards, and CTERome From Home: Cultural and wellness programming designed for older adultsBundles: Flexible funds teachers can use anytime, without losing budgetWebinar Series: CILC handles hosting, registration, moderation, and techConsulting: Support for museums and cultural institutions building or rebooting virtual programsThe episode also explores what makes a virtual field trip truly work. Tammy and Allyson break down pacing, interactivity every few minutes, accessible visuals, and the presenter “presence” that makes a screen feel like a shared space. For older adults, the structure shifts—more narrative, slower pacing, and extended Q&A—because live virtual learning often becomes a social anchor, not just a lesson.Moments from the field bring it home: students from Nicaragua to Minnesota solving a physics challenge together in Field Ed Live, or the older adult who said, “I never thought I'd see the Smithsonian again—and I did, from my chair.” These are the access and opportunity stories that define why distance learning matters.Why distance learning?Because it brings the world to people who might never reach it—and brings it back to those who thought they'd lost it.Episode LinksCILC: Field Ed, Rome From Home, Consulting – https://CILC.orgSchedule Banyan's Bridges of Portland Virtual Field Trip via CILC
Fixation on Histology: NSH Was Doing Distance Learning Before It Was Cool — Here's Why It Still Works Written by: Connie Wildeman, MPA, Director of Education at NSH To Read the Full Blog, Click Here
In this special episode of Why Distance Learning, the tables turn—Seth Fleischauer steps into the guest seat as co-hosts Tami Moehring and Allyson Mitchell interview him about the purpose, design, and future of Global Learning Live, Banyan Global Learning's next-generation experiential global learning program. They explore what authentic global learning really requires in today's classrooms—and why the medium of live virtual learning matters more than ever.Most schools want to build cultural competence, empathy, and real-world communication skills, but:Finding reliable global partners is inconsistent and often falls apart mid-year.Language learners rarely get opportunities to use English in meaningful, real-world contexts.Teachers lack simple, low-prep ways to bring global learning into existing schedules.Field trips and international travel are expensive and inaccessible for most students.The result? Global learning remains an aspiration, not a system.However, Banyan's Global Learning Live is structured, scalable model that connects students worldwide through live field trips, global collaborations, and authentic showcase moments. Seth shares how 20 years of partnership with Tsai Hsing School led to the creation of an experiential cycle that prepares students not only for academic success, but for a rapidly changing, interconnected world.What the program delivers:Live Virtual Field Trips Bringing students into real places—Portland bridges, Renaissance fairs, and more—with authentic “whoa” moments that make learning unforgettable.Global Student Collaborations Cohorts, not brittle partnerships—designed to reduce dropout risk, increase diversity, and ensure ELL accessibility.Authentic Purpose for Language Learning English isn't a worksheet—it becomes the tool students use to communicate across borders and share their original ideas.A Low-Overhead, High-Impact Design Schools can join four-week pilots with one live class per week + a showcase and asynchronous global exchange.ELL-Ready, Teacher-Friendly Materials Built to make participation meaningful for all levels, not just native speakers.Impact to date:More than 42,000 student years of distance learning delivered.Students report increased confidence expressing original ideas in English.Meaningful growth in perspective-taking, curiosity, and cultural competence.Practical steps educators can take—whether or not they join the pilot.1. Bring the world into your classroom through personal live video. Use your own life, community, or experiences as cultural text. Even small shifts build perspective-taking.2. Integrate short, purposeful global exchanges. Asynchronous collaboration—sharing artifacts, reflections, or questions—can be powerful without live schedules aligning.3. Join the Global Learning Live Spring Pilot. Schools receive a free 4-week experience including:One weekly live sessionA live virtual field tripA collaborative artifact exchangeAccess to a global cohort of classrooms across continents4. Start planning for sustained global engagement. Seth describes the future vision: a global network with diverse cohorts, built-in supports for ELL learners, and eventually a FERPA-compliant platform designed for authentic collaboration at scale.Episode LinksGlobal Learning Live – Spring Pilot Sign-UpCILC.org – Schedule Virtual Field Trips, Including Banyan's Bridges of Portland Trip
Educators often assume that clubs, activities, and school culture must happen in person—that building belonging in virtual learning is limited or even impossible. Many imagine distance learners as isolated kids behind screens, missing the social experiences that shape identity, leadership, and community.But what if that assumption is simply wrong?In this conversation, Cindy Carbajal, a 20-year veteran of Pearson Virtual Schools, shows us how vibrant, student-driven communities thrive online through thoughtful structure, flexible engagement pathways, and opportunities for real agency.Cindy oversees a global clubs and activities program serving 11,000+ students across time zones, grade levels, and cultural backgrounds. Her work demonstrates that:1. Student-Centered Design Fuels Real BelongingClubs are built with a goal that at least 50% of live time is student talk time—not passive listening.Students share, present, lead, and create—driving engagement and ownership.Broad-topic clubs (like Art Club instead of Crochet Club) help students discover unexpected interests and communities.2. Flexible Models Match Virtual Students' Real LivesEvery offering includes both synchronous and asynchronous pathways, ensuring access regardless of schedules, time zones, or family obligations.Live sessions build community; asynchronous challenges deepen skills and allow for self-paced exploration.3. Clubs Quietly Reinforce Academic & Durable SkillsCindy calls it “stealth learning”:Math skills reinforced in esports strategies.Reading skills strengthened through participation logistics and peer review.Executive functioning, digital communication, and leadership built through planning, presenting, and collaborating.4. Data Drives Program EvolutionHer team measures:Enrollment and attendanceStudent and caregiver satisfactionWithdrawal trendsOverlap between global clubs and local school clubs These insights help fine-tune offerings and spark new opportunities—like peer tutoring, reading buddies, and esports leagues.How Educators Can Apply These Insights Today1. Start with the student experience—not the content.Ask: Where can students lead? Where can they share? How can this be theirs?2. Build broad entry points.Instead of a niche club for each interest, create umbrellas where kids can explore together.3. Don't replicate in-person school—capitalize on what's uniquely possible online.Global reach, time-zone diversity, virtual volunteer opportunities, and student leadership that scales across schools—these are advantages brick-and-mortar can't match.4. Teach students how to interact online.Cindy's programs explicitly teach:How to give feedback in writing and art clubsHow to share space respectfullyHow to show kindness online (Kindness Club!)5. Track what matters.Attendance, satisfaction, enrollment, and student stories help shape future offerings.Episode LinksPearson Virtual Schools — Learn more about their virtual school network and programs, including Cindy's Global Clubs.Host LinksDiscover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.
In this episode of Why Distance Learning, hosts Seth Fleischauer, Tami Moehring, and Allyson Mitchell welcome Cassie Bride, Director of School Programs, and Lauren Yockel, School Programs Education Specialist at the Museum of Fine Arts, Boston (MFA). Together, they explore how one of the nation's most renowned cultural institutions is transforming museum education through live virtual programming—making world-class art accessible to students anywhere.Museums have long been seen as places you must visit in person to truly experience their magic. But how can educators bring the depth, texture, and storytelling of art to students who may never set foot in a gallery? Traditional outreach—slideshows, static images, or “loan boxes”—often fails to capture the atmosphere, intimacy, and discovery of the real museum experience.Cassie and Lauren share how the MFA Boston reimagined its approach by taking students inside the galleries through interactive live video sessions. Using simple technology—an iPad on a mobile tripod—they bring artworks, curators, and educators directly to classrooms. Students not only see art up close but also hear the sounds of visitors and experience the living energy of the museum.They discuss how this approach:Deepens students' curiosity and contextual understanding of art.Extends the museum's mission by reaching beyond geography and accessibility barriers.Creates hybrid experiences where virtual and in-person visits enrich one another.Builds relationships—teachers and students often recognize Lauren as a “celebrity” when they visit in person!Strengthens collaboration with Boston Public Schools, ensuring alignment between curriculum, distance learning, and professional development.For educators and cultural organizations, the MFA's model offers a powerful lesson: distance learning doesn't replace the field trip—it multiplies it. Start small. Use simple, mobile setups. Focus on creating authentic connections rather than high-tech production. Whether you're teaching art, science, or history, virtual access can spark awe, equity, and engagement in ways that complement, not compete with, in-person learning.Episode Links:Museum of Fine Arts, Boston – Distance Learning ProgramsHost Links:Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.
In this episode of Why Distance Learning, hosts Seth Fleischauer, Allyson Mitchell and Tami Moehring welcome Pat Cassella—Executive Director of the United States Distance Learning Association (USDLA), VP of Worldwide Sales at VDO360, and founder of ETC Video. Pat traces the evolution of video technology in education, healthcare, government, and corporate training—and offers bold predictions about what's next.Why This MattersEducators are flooded with tools but lack training, workflows, and staffing to use them well—especially in hybrid settings where engaging in-person and remote learners simultaneously feels impossible. K-12 systems in particular face understaffing, turnover, and abandoned tech.How to Make It WorkPat argues for purpose-built technology aligned to teacher workflows and deliberate pedagogy for virtual/hybrid environments. The big shift: infrastructure is now easy—the work is pedagogical. He also highlights flexible learning models (including micro-credentialing) that expand choice for learners across K-12, higher ed, and the workforce.“You don't want technology for the sake of technology. It has to have a purpose—and fit the teacher's workflow.” “Without distance learning, you're limiting student choices. Flexibility is what today's learners demand.”Put It Into PracticeAudit for Purpose & Fit: Map your most-used teaching routines. Keep/choose tools that reduce steps in those routines and increase engagement for both in-person and remote learners.Train for Hybrid: Treat hybrid as its own modality. Build camera/mic placement, interaction norms, and roles (e.g., a student facilitator) into lesson plans.Offer Flexible Paths: Pilot a micro-credential or short, skills-focused module to give students on-ramps that match their time, goals, and circumstances.Episode LinksUnited States Distance Learning Association (USDLA) — mission, programs, and communityNational Distance Learning Week (NDLW) — first full week of November; explore events and sessions mentioned in the episodeVDO360 — video collaboration cameras and solutionsETC Video — educational technology consultingCILC Podcast Hub — past episodes, resources, and community: cilc.org/podcastHost LinksDiscover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.
Many people think of distance learning as impersonal—a screen separating students from real connection. But at the Pro Football Hall of Fame, it's doing the exact opposite. It's bringing students face-to-face with legends, life lessons, and the values that make great teams—and great people.In this episode, Jerry Csaki, Senior Director of Youth, Education, and Leadership at the Pro Football Hall of Fame, shares how he's turned virtual learning into a front-row seat to greatness. Through the award-winning Heart of a Hall of Famer series, students across nearly every state connect live with NFL icons to talk about character, integrity, and perseverance. What began as a local field trip program has become a global platform for teaching leadership and belonging.Jerry reveals how distance learning expands access to stories that inspire—stories that remind students that greatness isn't about fame or stats, but about resilience, teamwork, and heart.Listeners will learn:How the Pro Football Hall of Fame uses live virtual programs to teach life values through sports.Why distance learning is about access—to people, perspectives, and purpose.How technology transformed the Hall of Fame's programs from local field trips to global connections.What makes stories of perseverance and leadership so powerful when shared directly by the legends who lived them.If you believe distance learning can only go so far, Jerry Csaki's story will expand your definition of what's possible when technology connects classrooms to character.Episode LinksPro Football Hall of Fame – Youth & Education ProgramsHeart of a Hall of Famer Series – Connected by Extreme NetworksHost LinksExplore virtual learning resources and programs at CILC.org with Tami Moehring and Allyson MitchellDiscover global learning experiences at Banyan Global Learning with Seth FleischauerWant to help us reshape distance learning? Share this episode with a colleague, reflect on your own “why,” and remember: the power of distance learning lies in the connections it creates—between students, stories, and the human spirit.
Listen in as we explore the concept of "minimum viable days" in homeschooling, a strategy designed to maintain consistency and sanity on those challenging days when just keeping the kids fed feels like an accomplishment. Drawing inspiration from seasoned homeschooling experts Pam Barnhill and Cindy Rollins, we discuss how to identify the bare minimum tasks, such as reading, writing, and math, that can make even the toughest days feel productive. This approach ensures that core learning continues despite life's unpredictability, helping to achieve homeschooling goals with peace of mind. We also touch on the importance of personalizing this concept to fit each family's unique needs and avoiding the pitfalls of comparison. SCHOOL TO HOMESCHOOL RESOURCES: Sign Up for the School to Homeschool Newsletter SIGN UP FOR Free 3rd WEDNESDAY WORKSHOP: CLICK HERE Private Mentoring with Janae: Schedule a Free Discovery Call School to Homeschool YouTube Channel Etsy Store: Shop for Homeschooling Swag *Please note that some of the links included in this article are Amazon affiliate links. CONNECT with US Join the Private Facebook Group Learn more about School to Homeschool Contact Janae: schooltohomeschool1@gmail.com
Many adults assume that kids only tolerate online learning—that it's isolating, transactional, and never as “real” as learning in person. But what if students themselves told a different story? What if distance learning could be creative, inspiring, and a place to make authentic friendships?In this episode, we meet Maddie (11) and Ella (13), co-hosts of The Recess Rundown, a podcast created entirely by and for self-directed learners. What started as homeschooling and a love of writing, journaling, blogging, and gaming has grown into a vibrant collaboration fueled by Recess.gg, the online community where they found not only peers but also mentors and their closest friends. Through their podcast, they amplify the projects of other young creators, from coders and artists to bloggers and novelists—and in the process, they discover their own voice.Maddie and Ella remind us that kids don't just consume digital culture—they shape it. They share what they've learned about podcasting, what inspires them from fellow students, and how distance learning has built their confidence and community.Listeners will learn:How self-directed learners find their passions through creative outlets like journaling, podcasting, and blogging.Why online friendships can be just as authentic—and even more motivating—than in-person ones.How communities like Recess.gg create a “safe bubble” that grows confidence, connection, and curiosity.Why peer inspiration is one of the most powerful forces in education—and how it drives new projects and ambitions.What it looks like when kids, not adults, set the agenda for their learning.If you're a parent, educator, or school leader wondering whether online learning can truly spark joy, curiosity, and belonging, this episode will challenge your assumptions—and let Maddie and Ella show you what's possible when kids lead.Episode LinksThe Recess Rundown Podcast – Student-created show about self-directed learningRecess.gg – Where young learners connect, collaborate, and createInterview with Recess.gg founder Ben Somers - Why Distance Learning #65: Turning Virtual Learning into a Multiplayer ExperienceHost LinksExplore virtual learning resources and programs at CILC.org with Tami Moehring and Allyson MitchellDiscover global learning experiences at Banyan Global Learning with Seth Fleischauer
In this episode of the Why Distance Learning? Podcast, hosts Seth Fleischauer, Allyson Mitchell, and Tami Moehring revisit one of their most popular episodes as they welcome Mandy Perry, a virtual school principal and president of the Blended and Online Learning Discovery (BOLD) of Florida Executive Board. Mandy shares her timeless journey in virtual education, her leadership role in BOLD, and how virtual schools in Florida are evolving to meet the needs of students across the state.Key topics discussed include:The Birth of BOLD: Mandy shares the origins of BOLD, an organization created to support virtual school leaders in Florida. She explains how it has grown to become a vital resource for 67 public virtual school districts, offering collaboration, professional development, and legislative advocacy.Virtual Schools vs. State Virtual Schools: Mandy explains the differences between district and state virtual schools in Florida, emphasizing how they work together to provide a wide range of courses to students. She highlights the flexibility and choice that virtual schools offer, particularly in subjects like foreign languages and specialized courses.Building Relationships in a Virtual Environment: Mandy discusses the importance of relationship-building not just between students and teachers, but also among administrators and educators. She shares how BOLD facilitates these connections to enhance the virtual learning experience.Challenges and Misconceptions of Online Learning: Mandy addresses common misconceptions about online learning, including the differences between emergency remote learning during the pandemic and quality online education. She also talks about the traits that make a good online learner and how virtual schools can adapt to meet diverse student needs.Innovations in Virtual Education: Mandy highlights some of the innovations at Pinellas Virtual School, such as separating student and parent orientations to better tailor the learning experience and improve student success.This episode offers valuable insights into the evolving world of virtual education, the importance of collaboration among educators, and how virtual schools can provide students with unique opportunities and skills for the future.For more insights and practical advice, tune into this episode and explore the work of BOLD and Pinellas Virtual School. Links to their resources are available in the show notes.About today's guest: Mandy Perry is the principal of Pinellas Virtual School and president of the Blended and Online Learning Discovery (BOLD) of Florida Executive Board. She is a leader in virtual education advocacy at both the state and national levels, dedicated to improving and expanding virtual learning opportunities for students.Episode Links:Blended and Online Learning Discovery (BOLD) of FloridaPinellas Virtual SchoolHost Links:Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning leverages technology to enhance cultural competence and educational outcomes for teachers and students alike.
Many educators associate virtual learning with isolation, disengagement, and students passively staring at screens. But what if the opposite were possible? What if distance learning could be thrilling, social, even addictive—in all the right ways?In this episode, we meet Ben Somers, founder and CEO of Recess.gg, an online platform transforming virtual education into an e-sports-style, team-based experience where students show up because they want to. With live academic games, mentorship, and a thriving virtual economy, Recess builds belonging, identity, and motivation into every challenge. But behind the fun is a serious vision: empowering self-directed learners with the tools—and freedom—they need to thrive.Ben draws from deep experience scaling Synthesis (born from Elon Musk's experimental school) and brings a philosophy rooted in Papert, Dewey, and Montessori to his product design. He argues that engagement is not just a tactic, but an ecosystem built on freedom, community, and purpose.Listeners will learn:Why removing humans from digital learning can kill engagement—and how to bring community back.How Recess balances spontaneity and structure to guide students toward long-term goals.What a “job board for kids” looks like—and how it helps them become creators, not consumers.How AI is being used not to replace human reflection, but to support deeper reflection and mentorship.What it means to design an environment where math is learned like French: fluently, through immersive experience.If you're a virtual school leader, edtech entrepreneur, homeschool parent, or anyone wondering how to make distance learning work better, this episode will challenge your assumptions and show what's possible when engagement is student-driven and purpose-aligned.Episode Links - Recess.gg – Where student agency meets academic gameplay - Seymour Papert – The educational theorist Ben credits as a major influence - Kerbal Space Program – The game teaching kids rocket science and orbital mechanics - Oxford Kids Conference – Where Recess students presented their podcastHost Links - Explore virtual learning resources and programs at CILC.org with Tami Moehring and Allyson Mitchell - Discover global learning experiences at Banyan Global Learning with Seth FleischauerWant to help us reshape distance learning? Share this episode with a colleague, reflect on your own “why” for virtual education, and remember: the future of learning might look a lot more like Recess than a lecture.
Many educators (and parents) believe that teaching kindergarten online is impossible. Young children are assumed to lack the attention span, tech skills, or maturity to thrive in a virtual setting. During the pandemic, even seasoned teachers struggled to keep their youngest students engaged.In this episode, Nancy Grim, a veteran early childhood educator from Tucson Unified Virtual Academy, brings a burst of energy and creativity to bust that myth wide open. With a background in theater and a deep understanding of child development, Nancy shares how she transforms her virtual classroom into a joyful, engaging, and student-centered space for kindergartners and second graders. From puppets and props to emoji-based emotional check-ins and student-led tech tutorials, Nancy shows how virtual learning can be more than effective—it can be magical.Listeners will learn:Why puppets, costumes, and unexpected props boost engagement and emotional connection for young learners.How to build tech independence and classroom culture—even in kindergarten.How second graders can lead peer learning and contribute to a thriving virtual community.How embracing creativity and play helps students make academic and cultural connections from home.If you're an early elementary teacher, school leader, or curriculum designer wondering how to support younger learners online, Nancy's practical strategies will spark ideas and shift your thinking. Share this episode with a colleague, try one new engagement prop in your next session, and remember: joy is a tool, not a luxury, in digital classrooms.Episode LinksTucson Unified Virtual AcademyHost LinksDiscover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.
Too often, educational change is approached with a top-down, impersonal strategy—especially in virtual settings. Leaders are handed new tools, frameworks, and mandates but given little space for reflection, values alignment, or the flexibility needed to make change stick. The result? Burnout, survival mode, and disjointed systems that don't serve students or educators.In this episode, Dr. Tovah Sheldon—school design strategist at Michigan Virtual and leader of the Leadership Coaching for Innovation initiative—unpacks how true transformation begins with the adults in the system. With warmth, insight, and a deep coaching mindset, she guides us through what it really means to center leadership development around the human experience. From redefining change through “rugged flexibility” and allostasis, to bridging the gap between personal and organizational values, Dr. Sheldon makes the case for slower, deeper, more reflective innovation. She shares stories of golden moments, challenges us to pluralize transformation, and gives us a clear pathway toward leading with clarity, purpose, and empathy.If you're leading innovation—especially in virtual or hybrid environments—listen in for insight on:Why “rigid” systems fail in dynamic environments, and how to lead with adaptive stability.How to help leaders and teams surface their core values and use them to drive sustainable change.The habits and actions that define innovators—and how they play out differently in virtual spaces.Why going deep before wide is essential for lasting, scalable impact.How “small-i” innovations build momentum toward big transformation.Episode Links:Leadership Coaching for Innovation at Michigan VirtualBrad Stulberg on Rugged Flexibility and AllostasisHenry Ford Innovation Hub – Phil Grumm's WorkAdditional People and Concepts to Link:Brad Stulberg Referenced for the concepts of allostasis and rugged flexibility.
Too often, distance learning gets dismissed as fragmented or disjointed, seen as a patchwork of tech tools rather than a cohesive educational system. Teachers feel pulled in too many directions, and programs struggle to sustain impact beyond the novelty of going virtual.In this episode, Dr. Chris Harrington - leader of the EmpowerEd Research Institute, AccredVEd, and Digital Learning Works - shares how real transformation happens when virtual education is approached as a system. From curriculum to leadership to parent engagement, Chris lays out what it means to create a student-centered, coherent virtual learning ecosystem. He introduces specialized accreditation processes, discusses how to build systems around people - not tech - and shares inspiring stories from the field, including how one virtual program helped a struggling student graduate against the odds.If you're building - or rebuilding - a distance learning program, listen in for insights on:Why cohesion is the key to long-term success in virtual education.How to lead systems change with clarity, equity, and community buy-in.The power of specialized accreditation to elevate—not just evaluate—program quality.What it really means to put relationships at the center of digital learning.Episode Links:Digital Learning WORKSEmpowerEd Research InstituteAccredVEdHost Links:Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.
Panelists Carrie Egnosak, Penn State World Campus; Beth Hobbs, American Public University System; and Katie Bunnell, SPU doctoral student, dive into the evolving landscape of online academic advising. Together, they explore the power of virtual relationships, the challenges of fostering community online, and why representation and research in remote advising matter more than ever. Whether you're new to online education or a seasoned pro, this conversation will inspire you to think differently about connection, support, and the future of advising.Subscribe to the podcast on your favorite podcast platform!The X, Instagram, and Facebook handle for the podcast is @AdvisingPodcastAlso, subscribe to our Adventures in Advising YouTube Channel!Connect with Matt and Ryan on LinkedIn.
Can hands-on career training truly happen online? Skeptics argue that virtual education falls short when it comes to preparing students for high-touch, high-stakes professions—especially in healthcare.Amanda Bell, a visionary CTE leader and creator of High STEP Virtual Academy, proves otherwise. In this episode, Amanda shares how she's revolutionizing health science education for rural and under-resourced schools through virtual reality, AI simulations, and hybrid learning models. From virtual cadaver labs to soft skills AI bots, Amanda walks us through how her students are getting certified, career-ready, and more self-aware—all without ever stepping into a physical clinic.Discover how immersive technology can elevate CTE and make career exploration more equitable, accessible, and personalized. Amanda also offers practical insight into building community online, teaching empathy virtually, and using tech to strengthen—not replace—the human side of healthcare education.Episode Links:High STEP Virtual AcademySouth Central Service CooperativeCenter for Interactive Learning and Collaboration (CILC)Host Links:Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.
Today Ashley Rudolph is an executive coach working with high-achieving and executives who are at a “crossroad” as they look GREAT on paper, but tend to exhibit fears and have other problems that effect their confidence and performance. Ashley was not always a coach and, in fact, did not view herself as a coach during most of her career. She grew up in the Bronx in New York City. She attributes her high confidence level to the high bar her parents set for her as well as to the environment where she grew up. After high school Ashley enrolled in Babson College where she quickly had to learn much about business and working as a team. She will tell us that story. After graduation she secured a job, but was layed off and then went back to Babson to secure her Master's degree. Ashley began working and quickly rose through the corporate ranks of tech companies. She tells us how, while not really tech savy at first, she pushed herself to learn what she needed to know to work as part of a team and then eventually to lead high tech teams. In 2023 her high tech employment world took a change which she will describe. Bottom line is that she was laid off from her vice presidential position and after pondering what to do she realized that she had actually been coaching her employees for some time and so she began hirering herself out as an executive coach. We will get the benefit of receiving a number of her insights on leadership, confidence building and how to become better mentally with anything life throughs at us. What Ashley says during our episode time makes a great deal of sense and I believe you will gain a lot from what she has to say. You can reach out to Ashley through the contact information in the show notes for this Unstoppable Mindset episode. About the Guest: Ashley Rudolph is an executive coach for high-achieving leaders and executives at a crossroads—those who have built success on paper but are ready to step into something greater. Her work is grounded in a bold belief: true transformation isn't about doing more—it's about leading differently. A former tech executive, she scaled from IC to VP in just five years, leading $75M+ deals and teams of 250+ at high-growth companies. She knows what it takes to succeed in high-stakes environments—not just in execution, but in the deeper, often invisible work of leadership: making bold decisions, navigating uncertainty, and owning your impact. Her signature methodology, The Three Dimensions of Transformation, helps leaders unlock their full potential by focusing on: mindset, strategy, and elite execution. Whether guiding clients through reinvention, leadership evolution, or high-stakes career moves, Ashley helps them break free from outdated success metrics and create momentum that lasts. Her insights have been featured in Inc., U.S. News & World Report, The New York Post, Success Magazine, Apartment Therapy, and more. She also writes The Operator's Edge, a newsletter on the unseen shifts that drive real momentum in leadership and career growth. Because true leadership isn't about following a path. It's about defining your own. Ways to connect with Ashley: My website which has details about me, my programs, and insights about high achievers in the workplace: www.workwithashleyr.com My newsletter which gets published every single Monday morning with my expert advice for high achievers on how to succeed in the workplace. newsletter.workwithashleyr.com My LinkedIn: https://www.linkedin.com/in/ashleyrudolph/ About the Host: Michael Hingson is a New York Times best-selling author, international lecturer, and Chief Vision Officer for accessiBe. Michael, blind since birth, survived the 9/11 attacks with the help of his guide dog Roselle. This story is the subject of his best-selling book, Thunder Dog. Michael gives over 100 presentations around the world each year speaking to influential groups such as Exxon Mobile, AT&T, Federal Express, Scripps College, Rutgers University, Children's Hospital, and the American Red Cross just to name a few. He is Ambassador for the National Braille Literacy Campaign for the National Federation of the Blind and also serves as Ambassador for the American Humane Association's 2012 Hero Dog Awards. https://michaelhingson.com https://www.facebook.com/michael.hingson.author.speaker/ https://twitter.com/mhingson https://www.youtube.com/user/mhingson https://www.linkedin.com/in/michaelhingson/ accessiBe Links https://accessibe.com/ https://www.youtube.com/c/accessiBe https://www.linkedin.com/company/accessibe/mycompany/ https://www.facebook.com/accessibe/ Thanks for listening! Thanks so much for listening to our podcast! If you enjoyed this episode and think that others could benefit from listening, please share it using the social media buttons on this page. Do you have some feedback or questions about this episode? Leave a comment in the section below! Subscribe to the podcast If you would like to get automatic updates of new podcast episodes, you can subscribe to the podcast on Apple Podcasts or Stitcher. You can subscribe in your favorite podcast app. You can also support our podcast through our tip jar https://tips.pinecast.com/jar/unstoppable-mindset . Leave us an Apple Podcasts review Ratings and reviews from our listeners are extremely valuable to us and greatly appreciated. They help our podcast rank higher on Apple Podcasts, which exposes our show to more awesome listeners like you. If you have a minute, please leave an honest review on Apple Podcasts. Transcription Notes: Michael Hingson ** 00:00 Access Cast and accessiBe Initiative presents Unstoppable Mindset. The podcast where inclusion, diversity and the unexpected meet. Hi, I'm Michael Hingson, Chief Vision Officer for accessiBe and the author of the number one New York Times bestselling book, Thunder dog, the story of a blind man, his guide dog and the triumph of trust. Thanks for joining me on my podcast as we explore our own blinding fears of inclusion unacceptance and our resistance to change. We will discover the idea that no matter the situation, or the people we encounter, our own fears, and prejudices often are our strongest barriers to moving forward. The unstoppable mindset podcast is sponsored by accessiBe, that's a c c e s s i capital B e. Visit www.accessibe.com to learn how you can make your website accessible for persons with disabilities. And to help make the internet fully inclusive by the year 2025. Glad you dropped by we're happy to meet you and to have you here with us. Michael Hingson ** 01:20 Well, hello, everyone, wherever you happen to be today, I am Michael Hingson, and you are listening to or watching or both, unstoppable mindset today, our guest is Ashley Rudolph, who is a coach, and I like something Ashley put in her bio that I thought was really interesting, and that is that Ashley's work is grounded in the belief that true transportation is not really about doing more, but rather it's doing things differently. And I want, I'm going to want to learn about that. I think that's fascinating, and I also think it is correct, but we will, we will definitely get to that and talk about that. Ashley approached me a little while ago and said, I'd like to explore coming on your content, your podcast. And I said, Well, sure, except I told her the same thing that I tell everyone who comes on the podcast, there is one hard and fast rule you got to follow, and that is, you got to have fun, or you can't come on the podcast, so you got to have fun. Ashley, just Ashley Rudolph ** 02:26 reminding you, I'm ready. I am ready. I'm coming into the podcast today with all of my best jokes, all of my best tricks. Oh, good. Speaker 1 ** 02:35 Well, we want to hear them all. Well, thank you for being here, and it's a pleasure to have you on unstoppable mindset. Ashley Rudolph ** 02:42 Yes, thank you so much for having me. I was just really taken by your entire background story, and I took a risk and sent you a message. So thank you so much for having me on the podcast. Speaker 1 ** 02:55 Well, I have always been of the opinion that everyone has stories to tell, and a lot of people just don't believe they do, but that's because they don't think about it. And so what I tell people who say that to me when we talk about them coming on the podcast, my job is to help bring out the stories. Now, you didn't say that, and I'm not surprised, but still, a lot of people say that. And the reality is, I believe everyone is more unstoppable than they think they are, and that they undersell themselves, they underrate what they are and what they can do, Ashley Rudolph ** 03:28 yeah, and honestly, I 100% agree with you, and that's why, and maybe I'm jumping ahead a little bit, but you triggered a thought. That's why I spend every single one of my first coaching meetings with a client, having them talk me through either their professional history or their wins from the past year. And in those conversations, my feedback is also is always Hey, you're not giving yourself enough credit for the things that you're doing. Like, these are amazing stories, or like, repeating things back to them a little bit differently than they would have phrased it, but that's 100% accurate. We don't sell ourselves enough, Speaker 1 ** 04:08 even to ourselves. We don't sell ourselves enough, especially to ourselves. Yeah, yeah, yeah. Well, tell me a little about kind of the early Ashley growing up and all that, and you know where you came from, and all that sort of stuff, Ashley Rudolph ** 04:23 yeah. So I grew up in New York. I'm from the Bronx. Oh and yeah, yeah. So, so is my Michael Hingson ** 04:30 mom Ashley Rudolph ** 04:31 Aqua? Oh my gosh, I had no idea. So I grew up in the Bronx and grew up with my mom. My dad was around too, and, oh, it's interesting, and I'm sure this will make sense, but I grew up going to Catholic schools from first grade to senior year of high school, and something about me, it was like I was always a very self assured. Determined person, and that carried through all the way through my adulthood. And maybe that comes from me being a New Yorker. Maybe that comes from my mom being a an immigrant. She's from the Caribbean. She's from the Bahamas, and she had a very high bar for what success looked like I don't know where it comes from, but yeah, yeah. So that's a little bit about me growing up and kind of who I was Speaker 1 ** 05:28 as a kid. So now, where are you living? Now? Ashley Rudolph ** 05:32 I am in New York again, so I moved back to New York in 2020, Speaker 1 ** 05:38 okay, wow, just in time for the pandemic. Lucky you? Ashley Rudolph ** 05:43 Yeah, I actually moved back to New York on election day in 2020 so I missed the early pandemic. But yeah, yeah, yeah, Speaker 1 ** 05:53 I was in New York speaking on March 5, and that night, I got back to the hotel, and my flight was supposed to go out at like, 415 in the afternoon, yeah. And I said, when I started hearing that they were talking about closing down the city, I think I better leave earlier. So I was on a 730 flight out the next day. Oh my gosh, Ashley Rudolph ** 06:18 wow. So you just made it out and that yeah, and at the time, I was living in Boston, and I actually was went on a vacation with a friend, and we flew back the day before they shut down the airports in Boston. So Speaker 1 ** 06:36 that was lucky. Yeah, did you live in Boston itself or a suburb? Ashley Rudolph ** 06:42 Yeah, I lived in Boston for two years, I think, yeah, I lived in the city, yeah. I Speaker 1 ** 06:50 lived in Winthrop for three years, and commuted across Boston to Cambridge every day, Ashley Rudolph ** 06:55 yeah, oh, my god, yeah. So I worked in Cambridge and I lived in the West End, right above TD Garden. Speaker 1 ** 07:03 Oh, okay, yeah, I hear that Durgan Park closed in, in near Faneuil Hall. Ashley Rudolph ** 07:13 Oh, yeah, well, I have to admit, I didn't go there that much. Was living in Boston. Speaker 1 ** 07:19 It was a fun place. It was a family style thing, and they had tables for four around the outer edges inside the restaurant. But you couldn't sit at one of those unless you had four people. And the serving staff was trained to be a little bit on the snotty side. And I went in fun. Oh, wait. Oh, absolutely. They made it fun. But I went in and the hostess, there were three of us, and my guide dog at the time, Holland, who was a wonderful, cute golden retriever, and she said, Oh, we're going to put you at one of the tables for four. And I said, Well, okay, we appreciate that. And Holland was under the table. This waitress comes up and she says, you're not supposed to be sitting here. This is a table for four, and there are only three of you. And I said, but they told us we could. No Nobody told you you could sit here. You got to go back over to the big tables. And I said, Look, we have a guide dog under the table, and he's really happy. And they told us we could be here because of the dog. And she's, I don't believe that at all. I'm, I'm gonna go check. I don't believe you. She goes away and she comes back a little bit later. No, you're not supposed to sit here. And I said, Look, lift up the tablecloth and look under the table. I'm not going to fall for that. Just do it. She finally did. And there's Holland staring out with these big brown eyes. And she just melted. She goes away and comes back. And one of the things about Durgan Park is they have big plates of prime rib. And she brought this plate of prime ribs somebody hadn't eaten at all, and she said, can I give this to the dog? And so, you know, normally, I would say no, but we were trying to make peace in our time, so I said, Oh, sure. And she and Holland had a great time. So it was fun. Ashley Rudolph ** 08:59 Oh, and Holland got prime rib. Holland Speaker 1 ** 09:03 got prime rib. What a treat. And so did and so did the rest of us, but, but we had to pay for ours. But I missed Durgin Park. It was a fun place to go, but I understand that it is closed, and I don't know whether it's oh, well, oh, that's unfortunate, but Quincy market's a wonderful place to go. It's not a lot of interesting things. So you, so you went through high school. So you went through high school in New York, went in in the Bronx tough neighborhood, and then what did you do? So Ashley Rudolph ** 09:34 I then went to college. So I went to Babson College, which is, well, it's in Massachusetts, it's in Wellesley, and it's actually right next door to Wellesley College. Yeah, yeah. So I went there and I studied business, and that was basically where I learned how to be successful in the workplace, which is kind. Funny, because I found that over the years, a lot of people will say, you know, I went to college, but by the end of it, maybe I didn't know what my transferable skills were, or I studied something that isn't related to what I was doing or what I did as a professional, and I always felt the opposite, like in freshman year at Babson, they gave us $3,000 to, like, start a company as a as a students. So all of us just had to start this company. We had our business ideas. There was a CEO, a CMO, a CFO. We had like rules assigned. And that was my first experience of what a workplace could be like, although it was with 18 year olds, so maybe not totally reflective, but we had performance reviews, we had a head of HR, we had like, company meetings, so we were doing things within a framework, and they all kind of translated into the workplace, different players. So Babson basically kind of turned me into the business person that I am Speaker 1 ** 11:09 today. Now, did each person get $3,000 and they started their own company? Ashley Rudolph ** 11:14 Oh, no. So there were, there were maybe 30 of us, and we started a company with that with $3,000 Okay? Exactly with that investment, it was managed quite tightly. There's not a lot that you can do with $3,000 right? So you can probably guess that a lot of the businesses turned out to be the same. So there was always a T Shirt Company or a company the when the LIVESTRONG wristbands were popular, then we were like, oh, let's customize these wristbands. So yeah, yeah. The the company ideas basically ended up being the same, because there's not that much that you could do with that, yeah, Speaker 1 ** 11:56 yeah, yeah. So much you can do unless you start making a bunch of money, Ashley Rudolph ** 12:00 yeah, yeah, yeah. And in today's landscape, I guess there's more that you can do with digital products and stuff like that. But yeah, yeah, we, we had to do physical so we were pretty limited, yeah, well, that's Speaker 1 ** 12:13 okay, but still, if the company is successful, and was it successful? Yeah, Ashley Rudolph ** 12:19 we, did turn a profit, and then for all of the businesses that did turn a profit, you had to donate the profits to a local charity. So we did. We donated ours to a local organization. We threw an event in partnership with the organization. It was just, it was nice. So, yeah, oh, Speaker 1 ** 12:43 cool. So, how, how long did the company last? Essentially, was it all four years? Ashley Rudolph ** 12:50 It was the first Speaker 2 ** 12:52 year, just the first year, okay, yeah, okay, yeah, that's still, that's pretty cool. Ashley Rudolph ** 12:58 Yeah, it is. I have to say that I learned a lot, Speaker 1 ** 13:02 yeah, well, you're you're kind of forced to or you don't succeed. So I was going to ask you why you felt that you learned how to be successful. But now it's pretty clear, yeah, yeah, yeah. Ashley Rudolph ** 13:13 So we started there in freshman year, and then sophomore, junior and senior year was kind of more of a deep dive on specific skills. So that you take our accounting classes, finance marketing, if you were into retail, there was like a retail management class at the core classes. So we had, you know, liberal arts courses, so art history, yeah, philosophy, things like that. But yeah, everything was mostly centered around business and cool, yeah, yeah. Well, that's Speaker 1 ** 13:47 pretty exciting. Did you did you go do any graduate work anywhere? Ashley Rudolph ** 13:52 It's funny, yes, I did. So I graduated from Babson, and my first job was in a creative agency, and I was doing media buying, and at the time it was 2008 and we were buying ads in school newspapers, which was dying like it was pretty much On on its last leg, and I just had this thought when I was doing it, and that I wasn't inspired by the work, because it wasn't growing, it was going away. And it was clear, yeah, and that. And actually my first job, I got laid off because it was a dying industry, and the team needed to be smaller, and at that point, it's my first job. So it was very devastating to me. I had never gone through anything like that before. So then I decided to go back to school. So I did my masters. I actually. Went back to Babson, but in an international program. So I spent my first semester in France, my second semester in China, and then my final semester at Babson. Ah, Speaker 1 ** 15:13 so why was the newspaper industry going away? Just because everything was going online? Ashley Rudolph ** 15:18 Exactly, yeah, things were shifting more digital. Yeah, it's exactly Speaker 1 ** 15:23 that, so they didn't need as many people selling and doing other things as they did before. Yeah, Ashley Rudolph ** 15:28 yeah, exactly. Or companies were figuring out different ways to reach college students that wasn't dependent on getting in the school newspaper. 15:39 Yeah? Yeah, yeah, Speaker 1 ** 15:42 yeah. So you got your master's degree from Babson, and then what did you Ashley Rudolph ** 15:47 do? I got my master's degree from Babson, and I'll fast forward a little bit, because what's funny is that after I graduated, I still didn't quite know what I wanted to do, but I figured it out. I ended up going back into marketing. But if you remember, what I described was, in that first job, I wasn't connected to the mission. I wasn't inspired by where the industry was going. So I ended up pivoting into nonprofits. And my first job after graduating from my masters was running digital media, so not physical media, so I shifted into social media and online marketing. Had a nonprofit, right? So I was connected to the mission. I felt like the work that I was doing was for a good cause, and it was an industry that was new and that was growing, and that was ever changing and exciting. So I did that for about three years, so first at a nonprofit, and then at an a charter school network that was in New York and New Jersey at the time, but has since expanded far beyond that. So, yeah, I went into mission driven work, and I went into digital marketing and digital media. And I think what I took away from that chapter of my career was that I want to be in an industry that is ever evolving. So, yeah, so after my experience in the nonprofit and education space, that's when I jumped into tech. So I jumped into tech after that, and spent a decade in the tech industry. And obviously, tech is ever changing. I had access to so many different opportunities. I grew really fast. I started at the first company, the first tech company that I worked for. I was a program manager, and five years later I was a vice president, right? So, like, I was able to seize opportunities and work really hard and get to the level that I wanted to get to I was very ambitious, so I think tech just kind of gave me everything I wanted. Career wise, how Speaker 1 ** 18:09 did you progress so fast to go from being a program manager to the level of Vice President in what generally would be defined as a pretty short time? Yeah, Ashley Rudolph ** 18:20 yeah, yeah. So some of it was hard work, and I think the other factor was luck, and the other factor was going after whatever it was that was in front of me. So taking risks. So I would say, with the hard work part, I worked a lot. See when I first, when I started that job, I was actually a Program Manager for Back End Web Development, which was Ruby on Rails, coding a coding language. And then I was also a program manager for data science. I had no experience in either I was not technical. I did not have the technical skills or technical aptitude to do this, but I did have the desire to learn. So my first month at that job, I worked seven days a week. I went to workshops on the weekend. I did coding workshops, I read through all of the documentation. I sat in all of the programs that I was managing. I just dug deep. And I think that first year of immersing myself in everything kind of set the foundation for me. Speaker 1 ** 19:38 So you made yourself pretty technical by the time it was all said and done, Ashley Rudolph ** 19:42 yeah, yes, yes, and not on the level of any of my instructors or the students that actually took the programs. But I cared about learning, and I cared about having a certain level of fluency in order to I had to hire instructors for the program so I couldn't fumble my. Words, right? So, yeah, yeah. So I taught myself, yeah, Speaker 1 ** 20:05 you learned. You learned enough. You You weren't trying to be the most technical person, but you learned enough to be able to interact with people and hold your own. Yeah, which, which is the important thing, I think. And for me, I know at one point, I had a job that was phased out when Xerox bought the company and I couldn't find another job. And it wasn't because of a lack of trying, and it wasn't because I didn't have the skills, but rather, as societal norms typically go, the belief is blind people can't work, as opposed to what we really can and can't do. So I eventually started my own company selling computer aided design systems, and for me, as a blind person, of course, I'm not going to sit in front of a CAD computer or even a PC based CAD system, which is what we sold. So I had to learn, however, all about how to operate the system. Learn about PCs. So I learned how to how to build PCs. I learned about CAD so I could actually walk someone through the process of drawing without actually having to do it, so I understand what, exactly what you're saying. Yeah, and it was important to do that. Yeah. Yeah, Ashley Rudolph ** 21:21 it was important, and no one told me to do that, right? And I'm sure that no one told you to do that too, but there was just something in me that knew that I was excited about this work, or I wanted opportunities, and this was the best way that I knew how to go after it. Yeah, yeah. Speaker 1 ** 21:43 Well, and, and it is the way you still have you do have to learn enough to be able to hold your own, but I Yeah, but I think it's also important in learning that that you're also not trying to threaten anyone else. You're just trying to be able to communicate with them Ashley Rudolph ** 22:00 exactly, exactly, yes, Speaker 1 ** 22:05 yeah. All too often, people view others as threats when they really shouldn't. But you know, Speaker 2 ** 22:12 that's Yeah, another story gonna do Yeah, right, right. Speaker 1 ** 22:16 Well, so for within five years, you became a vice president. What was the tech that y'all were really developing? Ashley Rudolph ** 22:22 Yeah, great question. So what's interesting about this is that it wasn't so the first company I worked for wasn't a tech company, and that they were building tech it's actually a coding boot camp. So they were teaching people either how to code or how to become a UX designer, or how to become a product manager. So that was the product after a while. And I think long after I left the company, they did develop their own tech. So they developed an online an LMS learning management system, and there was digital content. But when I started, it was really about the boot camp era and teaching people how to code, because there were all these engineering jobs and web development jobs that were available and not enough, not enough talent, not Speaker 2 ** 23:13 enough talent to go around. Yeah, yeah, yeah, yeah. Ashley Rudolph ** 23:17 Which is when you think about today's market and where we're, where we are, that was only 10 years ago, and it's a completely different story. Now, the market is flooded with too many web developers. Yeah, Speaker 1 ** 23:29 it is, but I would say, from my standpoint of seeing what they produce in terms of making web content accessible, not nearly enough of them know how to do that, which is another story, Ashley Rudolph ** 23:41 yeah, yeah, yeah, which is so interesting. And yeah, unacceptable, unfortunate, because there were always teams that were in charge of accessibility at the companies that I worked for, but then having someone be in charge of it, and then properly resourcing the accessibility team is a whole other story. And I think so many companies view it as just oh yeah, I checked the box. My website is accessible. But did you really build with your end users in mind, and the answer is probably no, Speaker 1 ** 24:23 probably not, yeah, and all too often that ended up being the case. Well, so what did you do after you became vice president? Ashley Rudolph ** 24:32 Yeah, so that was tough. You said it, and you said, I climbed really fast. And that's true, I did, and because I climbed fast, there were a lot of lessons to learn. So after I became vice president, I really had to own that leadership seat, or that executive leadership seat, and recognize that what had got me there. Here is was not what was going to keep me there. So the thing that I did after I became a vice president was really understanding how to be an effective executive. So that means really understanding the business side, which I already knew I had been doing that I've been thinking about that since college, so that wasn't something that I was concerned about, but the biggest thing was forming executive level relationships and really understanding how to form allies, and understanding that at that level, it's less of I have the right answer, and listen to me, because I'm a vice president and more of a okay. How am I influencing the people around me to listen to my idea, accept my idea, champion and support my idea. And it's not enough to just have something that's right on paper. Speaker 1 ** 26:06 The others the other side of that, of course, could be that maybe you have an idea that may or may not be the right idea, which also means you need to learn to listen, Ashley Rudolph ** 26:13 yes, exactly, exactly, and that was absolutely the other side of it. So me coming into things and being like, I understand what needs to happen, and not having all the context either way, right? So, yeah, yeah, yeah, Speaker 1 ** 26:31 but you must have done pretty well at doing all that. Ashley Rudolph ** 26:34 I figured it out eventually. Yes, I did figure it out eventually, and it wasn't easy, but I was able to grow a team and scale a team, and I was able to move from maybe the business side of running operations to the product and technology side of it, so being able to see two different sides of the coin. And yeah, it did. It did work. Well, I was able to create my own department, which was a product project management office that oversaw all of the work of the entire product and design and technology teams, 250 people. I I'm not sure that I would have thought I was capable of doing something like that, and building something from the ground up, and hiring a team of, I think, 15 people, and leading that department. And, yeah, yeah, and it was great. I did learn a lot. And then 2023 happened. And that was the major turning point in Tech where I think the dominant story shifted from, or at least in education technology, which I think you know something a lot about, but the dominant story shifted from this is great. This is growing. Distance Learning is fueling growth. There's so much opportunity here to it's too big. We need to, you know, do layoffs. We need to find a way to right size the business. There's actually not a lot of growth happening. So 2023 happened, and I ended up getting laid off with my entire department that I built. And that was such a huge lesson, a huge leadership lesson for me, for sure. So I'll pause so that I'm not not talking at you, but hanger, yeah, yeah, Speaker 1 ** 28:46 well, so you got laid off. I've been there. I've had that happen. And, yeah, it isn't fun, but it's like anything else. You may not have been able to control it happening, but no, you are the one who has to deal with it. So you may not have control over it happening, but you always have control over how you deal with what happened. Ashley Rudolph ** 29:09 Yes, yes, 29:11 yes. And what did you do? Ashley Rudolph ** 29:14 And that's exactly what was so different about this time. So I will say I had two months notice. I had an amazing leader, such a technology officer. When the decision was made, he said, Okay, we can make this decision, but I have to tell Ashley immediately. So he told me, and it wasn't surprising, right? Because I saw how the business what direction the business was going in. So I can't say I was shocked, but the big question that I had was, Oh, my God, what am I going to do about my team? And I felt such immense responsibility because I had hired many of them I came to. Care about them and their careers and their livelihoods, and, yeah, I just felt responsible for it. So you said it, you said it beautifully, and that it was about what I decided to do. So from that moment, I shifted my focus, maybe, maybe to my own detriment, but whatever, I came out on the upside, but I shifted my focus to my team, and I thought the best thing that I could do in that moment was preparing them for their next chapters without going directly to the team and damaging the trust of the Chief Technology Officer and saying, in two months, we're all going to get laid off. That's also not reflective of the type of leader I wanted to be. So I figured out that, because we were a project management office and because there wasn't a lot of new work at the company, we had downtime. So I implemented a meeting on the calendar, which was a project review, and every single week, someone on my team had the opportunity to present their projects and talk about what they learned, what was challenging for them, and what their successes were, right, some combination of those things, and they all did it, and that was my way of helping to start prepare them for the interview process, because now you know your work, you know what your impact was, and you've gotten my feedback as someone who's a leader, who knows what hiring managers are looking for, you got my feedback on the best ways to present yourself, and they were able to ask questions. There were some people who approached me or the director on my team privately and asked us to review their resumes, because they kind of saw the writings on the wall without me ever having to say it, and I did. And what ended up happening is, at that two month mark, or whenever, when the layoffs did happen, no one on my team was shocked, and there were people who actually within a month after the layoff happened, they had found new jobs because they had that time to prepare and felt confident in their job search and the stories that they were telling about themselves. So I all that to say that I did exactly that. I chose the type of leader that I wanted to be, and the thing that felt important to me was preparing my team for their next chapter, Michael Hingson ** 32:32 which I would say is the right thing to do, Ashley Rudolph ** 32:34 yeah, yes, exactly, because it Speaker 1 ** 32:37 isn't, no matter what a lot of people might think, it isn't about you, it's about the team. It's about you and the rest of the team, because you're all a team, Ashley Rudolph ** 32:45 yeah? Except Yes, yes. And I very much viewed my team as an extension of myself, an extension of them. I you know, it wasn't just about them doing a job for me, quote, unquote, like that's not the type of leader that I am. We are a team, Speaker 1 ** 33:04 right? So meanwhile, while you were doing that and helping the team, what were you also doing for you? And Ashley Rudolph ** 33:12 that's why I said to my detriment, I didn't do a lot of thought. I put no thought into what I wanted to do. Okay? At all. I just And you know what? It's not to my detriment. I think what I needed at that time was a distraction, and this was a really good distraction for me, from sorting through what I wanted to do next, but also in navigating that with my team and supporting them through that, I think the answer became very clear once I was ready to ask my question, I just coached my team. So yeah, yeah, yeah, yeah. Speaker 1 ** 33:51 And so you sort of, as you would say, pivoted to being a coach, Ashley Rudolph ** 33:57 yes, yes. And I want to be clear that this wasn't a decision that was like, you know, that I just fell into coaching, you know, I I made the decision to so I took some time to think about what were the pieces of my work that I really loved when I was a VP at multi, you know, at multiple companies, and the answer was clear, and that I really loved coaching and helping people become better at their work, and I really loved mentorship. And those were the parts of the work that if I could just do that all day, that's what I would want to do. And I was like, Well, I have the I can make a decision to do that all day, every day now, because I'm not doing anything, I just got laid off. So I can choose to do this work. So that's exactly how I ended up being a coach. Speaker 1 ** 34:58 Well, so you. Ever originally planned on being a coach. So was it that work with your team that really was the sort of pivotal decision for you, that although you never thought you were going to be a coach, that led you to coaching, or was there something else that really helped move you there? There was something else. Okay, yeah, more to the story. Ashley Rudolph ** 35:21 There is always you're peeling all the layers so, so initially, what I thought I would do, because I was an operations person, I was like, I'll just be an operations consultant. I'll go out on my own, and people will hire me to be their ops person. So let me, you know, run with that as an idea. And I started having conversations with former colleagues. And what was funny in that so many of their conversations were kind of like, oh yeah, I want to support you. And that sounds nice. I understand why you would want to be an operations consultant. But there's something more interesting about you being a coach. Or I want to hire you to be a coach for my team. Or, Hey, you did really amazing things in your career. You should help other people do those things. And that was the theme that people kept telling me, so I finally decided, decided to listen. That's how I landed on coaching. And instead of it being like, oh my god, I'm trying to sell the value of myself as an operations consultant, once I just owned the coach title, people just started saying, okay, yep, Sign me up. Or I'll refer you to someone who needs a coach right now. Or, hey, you coach just one person on my team, and they're great. Here's more. So it just became easy, and it became less of a I'm trying to sell people, and I'm trying to, like, convince them that they need me in this role, it was just easy. Speaker 1 ** 37:04 So do you think you talked about being ambitious when you were in college and starting that business at Babson and so on? Do you think you've always continued to try to be, if you will, ambitious, or did you sort of shift in terms of mindsets over time? Ashley Rudolph ** 37:22 Yeah, that's a really good question. I do think I have always been ambitious, and when I visited my mom last year or the year before last for Thanksgiving, I found a fake report card that I wrote myself, that I wrote for myself in fourth grade. And there was a prompt that said, what would you want your teacher to write on your report card at the end of this year? And I wrote, Ashley is excelling at excellence. Well, there you go, fourth grade. So I think it's always been there. Speaker 1 ** 38:02 So is it, but is it ambition? Is it ambition, or is it being industrious and being being confident? You know? Ashley Rudolph ** 38:10 Yeah, yeah. Oh, that is such a good question, right? So there was a version of me when I was in the corporate world where I would have just said, yeah, it's ambition, right? Because I'm always motivated to, you know, go after the next level, and that's what's driving me. And now, now that you put that question out there, it is, it is that confidence, because I'm not chasing a thing or the next level right now, in this phase, I'm chasing quote, unquote impact like the thing that drives me is helping people, helping people probably achieve things for themselves that They also didn't think that they could in their careers, and I'm just helping them get there, yeah, Speaker 1 ** 39:06 and that's why I asked the question, because ambition, the way you normally would think of it, yeah, can be construed as being negative, but clearly what you're doing is is different than that. Yeah, you know, at this at the same time for you, now that you're coaching and so on, and you shifted to doing something different, yeah, did you have to let something go to allow you to be open to deciding to be a coach? Yeah, Ashley Rudolph ** 39:38 and the thing that I had to let go was exactly what you just pointed out. So you are very intuitive. The thing I had to let go was that the traditional construct of what success looks like. So it looks like, okay, I'm a VP, so I next need to be an SVP. And then after that I need to be at the sea level. And no, and I guess there could have always been questions about, was that what I really wanted, or was it just the next level that I was after? Yeah, yeah. And there was that, I think it was just the next level for quite some time, but now, like I said, the thing that I let go of was that and wanting to grasp for what the next level is. And now for me, it looks like, okay, well, I only have so many hours in the day, so I can't coach unlimited people, but I still want to impact many people. So what does that mean? Okay, well, I'm writing a newsletter, and I put out a newsletter every week with my thoughts, and that can reach many more people than I can one to one or podcast. I'm talking to you on this podcast, and maybe me sharing more of my story will inspire someone else, or I'll learn from you and your community, Michael, but yeah, I think the thing, the thing that determines what success looks like for me is my ability to impact Speaker 1 ** 41:14 and and the result of that is what happens with the people that you're working with, and so you, you do get feedback because of that, Ashley Rudolph ** 41:25 yes, yes, I do get, I get lots of feedback, and it is, it's transformational feedback. And I think one of the things that I love, and I do this for every client that I work with, is on day one, we established a baseline, which I don't necessarily have to always say that to them like we're establishing the baseline, it's understood. And then in our last session, I put a presentation together, and I talked to them about where they were when we started, and what they wanted for themselves, and over the course of us coaching together, what they were able to accomplish, so what their wins were, and then where they land, and just me taking them on that journey every single or when they work with me, is eye opening, because they don't even see the change as it's happening. And I'm like, Hey, you did this. You're not that person that you walked into this room as on day one, and maybe by the end, you have a new job, or you got promoted, or you feel more confident and assured in your role. But whatever it is, you've changed, and you should be proud of yourself for that. Speaker 1 ** 42:43 Yeah, yeah. And it's, I am sure, pretty cool when you get to point that out to people and they realize it, they realize how far they've come. Ashley Rudolph ** 42:55 Yeah, yeah, it is. It's, it's really awesome to be able to share that with people and to also be on the journey with them, and when they think that maybe they're not ready to do something just gently reminding them that they are. And sometimes I think about what, you know, what managers have done for me, because I've, I had the privilege of working with really great managers some in my career, and yeah, they did that to me, and that that's how I was able to accomplish the things that I did. So yeah, Speaker 1 ** 43:34 well, it's great that you're able to carry those lessons forward and help other people. That's pretty cool. Ashley Rudolph ** 43:38 Yeah, yeah. And honestly, I hope that my clients can do the same. So if there are things that they learn in coaching, any frameworks or things like that, if they're able to help people, then that's great. And the cycle continues, you know? So, yeah, yeah. Speaker 1 ** 43:57 You know, a question that comes to mind is that when we talk about leadership, there are certainly times that leaders face uncertainty, especially when there are transitions going on and you've experienced a lot of transitions. What would you say is the unconventional truth about leadership in times of change and transition? Ashley Rudolph ** 44:20 Yeah, yeah. So I think the thing that I see the most is that in times of transition, especially if it's a transition that maybe you have no control over, right? You're not choosing to leave your job, for example, the the inclination is to over control, right, and try to assert control over the situation in any way that you can, and in more cases than not, that backfires to some degree. So the thing that I try to focus on with my clients is getting to a point where you accept the fact that what is happening is happening. I'm kind of like my layoff, right? I didn't fight the decision or try to change the decision. I just had to accept it for what it was. And then the thing that we focus on is now that we know the thing is happening, whatever the transition or change is, it doesn't have to be as extreme as a layoff, but now that we know that it's happening, what can you control and what can you focus on? And that's what we need to spend our time on. And it can be anything, you know, sometimes people are put on performance improvement plan, and you kind of just if, if this is a situation where you're like, Oh yeah, I could see where this came from, and I wish that I was not in this situation. Okay, well, you kind of have to accept that you are, and what can you do about it now, it's really, yeah, Speaker 1 ** 45:58 what's the hardest lesson you've learned about leadership and being a leader, not just being an executive, but coaching people. Ashley Rudolph ** 46:10 Yeah, and I get this all the time as a coach too. It's it's in me, but the lesson that I've learned is I don't have to know everything. That's Michael Hingson ** 46:21 a hard lesson. To learn, isn't Ashley Rudolph ** 46:25 it? It is, especially when you feel like as a leader, like people are relying on you, or you think they are, they're relying on you to know the answers or to know what to do next, or as a coach, they're relying on you to ask the right questions or to guide them in the right direction, right? And sometimes you just don't know, and that's okay, and it's also okay to say that. And I was just going to say that, yeah, yeah, exactly, exactly. It took me a long time to get comfortable with that, but now, now I am more comfortable with it, for sure. Do you feel like you struggled with that too? Or Yeah? Speaker 1 ** 47:06 Well, I have, but I was blessed early on, when I was a student teacher in getting my secondary teaching credential, I was a student teacher in an algebra one class in high school, and one of the students came in one day, and he asked a question in the course of the day, and it should have been a question I knew the answer to, but I didn't. But when I when I realized I didn't, I also, and I guess this is my makeup, thought to myself, but I can't blow smoke about it, so I just said, you know, I don't know the answer, but I'm going to look it up and I will bring you the answer tomorrow. Is that okay? And he said, Yeah. And my master teacher after class cornered me, and he said, That was absolutely the best thing you could do, because if you try to psych out these kids and fake them out, they're going to see through you, and you're never going to get their trust. Yeah, and of course, he was absolutely right. So I did the right thing, but I also learned the value of doing the right thing. And Mr. Redman, my master teacher, certainly put it in perspective. And I think that's so important. We don't have to necessarily have all the right answers. And even if we do have the right answer, the question is, Is it our job to just say the right answer or try to guide people to get to the right answer? Ashley Rudolph ** 48:41 Yeah, yeah, exactly. That's another leadership lesson, right? It's and it's so much more powerful when people do get to the answers themselves, yeah. And I think that kind of helps with them being less dependent on coming to you for the answers moving forward, right? If they're able to go on that path of discovery Speaker 1 ** 49:04 well, and if they are able to do that and you encouraged it, they're going to sense it, and when they get the right answer, they're going to be as high as a kite, and they're going to come and tell you that they did it. So, yeah, Ashley Rudolph ** 49:15 exactly. Yeah, yeah. What a good feeling. Speaker 1 ** 49:19 Yeah, it is, what do you do? Or what are your thoughts about somebody who just comes to you and says, I'm stuck? Ashley Rudolph ** 49:27 Ooh, that happens all the time. Michael, it happens all the time. And I'll tell you, there's two things. So if someone says I'm stuck, they either don't have the confidence to pursue the thing that they know they want to do, but they're just saying they're stuck, which is it is being stuck, right? If you can't take action, then you're stuck. But sometimes they frame that as I don't know where what I want to do or where I want to go, and then I ask. Couple of questions, and it's like, oh, well, you actually do know what you want to do and where you want to go. You just don't have the confidence yet to pursue that path. So part of the time, it's a confidence issue, or the other time, the thing that they're grappling with, or the other cases, what they're grappling with is, I haven't connected with like my values or the things that motivate me or my strengths even right? So maybe they're the ambitious person who was compelled to just chase the next level and the next level and the next level, but now they're asking, Is this really important to me, or do I really want this? As I spoke to another coach, and she ended up leaving what she thought was a dream job at Google, because every day she was kind of like, I still want to be here, and it wasn't her dream job, and she left to become a coach. So it's either one of those two things, most times, for the clients that I work with, and I ask a lot of questions, so I get to the answers, or I help them get to the answers by asking them the right questions. Yeah, Speaker 1 ** 51:14 and that's the issue. And sometimes you may not know the right question right off the bat, but by the same token, you can search for it by asking other questions. Ashley Rudolph ** 51:23 Exactly, exactly, exactly, yeah, yeah, that's it. Speaker 1 ** 51:27 So what is, what is a transformation of a client that you experienced and kind of what really shifted, that changed everything to them, something that just really gave you chills, and was an AHA kind of thing. Yeah, Ashley Rudolph ** 51:44 there are. There's so many one, okay, so one that I want to share is and basically the client went from, this isn't the job for me. I don't like the role I'm in. I don't think I can be successful, and I don't think my work is valued here. And I would say, over the course of eight months, she went from that to getting one of few perfect performance reviews in the company like it's a company that doesn't give a perfect performance review, right? So, right, going from that and being like, I need to find a new job. I've got to get out to I am excelling at this job, and it wasn't just anyone that gave her the perfect performance review. It was one of the co founders of the company. So like, top person is saying, Yeah, this is great. You're doing amazing work. There is value, and I think you're incredible. So in that transformation, the thing that she had to connect to, or reconnect to, was her values and understanding what are the things that she enjoys about her work and what are the things that she really didn't enjoy, and understanding the why behind that, and then the other two things for her, or developing her confidence, which sounds very fluffy, because it's like, How do you help someone do that? And I help people do that by helping them feel really good about their work product. So with her, with her, what we ended up doing was focusing on helping her prepare for some presentations. Me giving her feedback on her decks, or her talking to me about how she wanted to prepare for a meeting and the points that she wanted to make, and me helping her, you know, craft really compelling talking points, and having that feedback loop with me of being like, Okay, here's how the meeting went, and this was the feedback I got, and also being like, Oh, wow, the meeting went really well. And like feeling her confidence build over time by helping her get better at her work, and gradually over time, it just built to that amazing end point for her. But that's that's a transformation for me that will always stick out, because I just remember that first meeting and me just being like, okay, you know this, this might end up being a journey where we help her find a role that is better suited for her. And, you know, just kind of thinking about that, and it just didn't end up being that at all. Speaker 1 ** 54:35 Well, the other thing that, in one way or another, probably plays into some of that is the people her bosses, the people who she worked for, probably sensed that something was going on, yeah, and she had to be honest enough to to deal with that. But as she progressed, they had to sense the improvement, and that. Had to help a lot. Ashley Rudolph ** 55:01 Yes, for sure. And I think maybe there is confusion from her boss and in him thinking that she was ready to take on the work that he knew that she could take on, but she didn't quite feel ready yet. Yeah, so there was something she had to sort through, and she finally, not finally, that wasn't a lot of time at all, but she got there, and yeah, yeah. Speaker 1 ** 55:26 And I'll bet they were better. I'll bet they were better communicators with each other by the time it was all said and done, too Ashley Rudolph ** 55:31 Exactly, yes, yeah, yeah. They developed a shorthand, you know? And, yeah, yep. Speaker 1 ** 55:39 So there are a lot of leaders who look great on paper, but when it really comes down to it, they just aren't really doing all that they ought to be doing. They feel restless or whatever. What's the real reason that they need to deal with to find momentum and move forward? Ashley Rudolph ** 55:58 Yeah, so I'm going to take a I'm going to take a different approach to answering this question. And because of the people that I work with, again, they're high achievers. Yeah, right. And sometimes I see that what happens is maybe people have described them as restless, or people have said, Why aren't you happy? You have this amazing career, you should be happy. And I think, like that projection, they end up taking that on and feeling guilty about the fact that they want more. But at the core of it, when I talk to them or get to the level of, you know, Hey, what is happening here? What's causing this sense of restlessness? Surprisingly, the answer is, yeah, I have this great job or this great title, but I feel like I could be doing so much more. So it's an impact. It's an impact thing that is driving the people that I work with. So what we end up doing is trying to figure out, to some degree, like I have no control over what happens at work, so I don't want to pretend that I do, but if it is an impact question, then what we get to the core of is, okay, well, how do you increase your impact? And that's what I work with them on? Speaker 1 ** 57:24 Well, here's a question. So I have been in sales for a long time, and of course, as far as I'm concerned, I still am being a public speaker. I sell more life and philosophy than anything else. But one thing a lot of people face is rejection. A lot that was redundant, but a lot of people face rejection. How do you get people to understand that rejection isn't a bad thing, and that it actually is a sign of success more often than not? And I agree with it. And you had given me this question, I think it's a great question and relevant to answer. Ashley Rudolph ** 57:58 Yeah, so I just try to flip the thinking. So I make it less about the person rejecting you, or you receiving a rejection. And to me, if you get rejected, it's a signal that you try, and that's what we focus on, right? So if you're not getting rejected and you're in the same place that you were, it's probably an indication that you're not trying, or you're not taking big enough swings, or you're not pushing yourself. So, yeah, I just try to help my clients. You know, think about the fact that, hey, you got rejected because you tried and you put yourself out there, and that's great. And then the other thing I like to think about with rejection is really just like rejection is someone placing a bet, and if you know about bets, you know that they're not 100% right, and sometimes the person just decided they weren't going to place their bet on you. And it's not that you're not capable, or it's not that it wasn't a great idea, maybe it wasn't the right time, maybe whatever, you don't know what the why is, but it's just a bet, and someone could take a different bet, and it can be on you, or you can bet on yourself even, right? So once you start to think about rejection as just the choice that someone made on a day, and that person isn't all people, and they're certainly not representative of, you know, the person who could decide to take a chance on you and your idea or your initiative, then I think the rejection stings a lot less. Speaker 1 ** 59:31 Yeah, one of the expressions I've heard regularly is the selling really begins. And I and I think whether it's selling a product or whatever you're doing, but the selling really begins when the objections begin or the rejection. Yeah, and I think there's, there's so much truth to that one of the things, one of the things that I used to do when I was selling products, is I would play a game with myself. Is this person. Going to give me a new objection or a new reason for rejection that I haven't heard before, and I always loved it when somebody came up with something that truly I hadn't heard before, and that was absolutely relevant to bring up, because then it's my job to go off and deal with that, but it was fun to put my own mindset in that sort of framework, because it's all about it's it's not me, unless I really am screwing up, it's other things. And no matter whether it's me screwing up or not, it's my job to figure out how to deal with whatever the other person has on their mind. Yeah, and when the new things come up, those are so much fun to deal with. And I even praised people, you know, I've never heard that one before. That's really good. Let's talk about it. Ashley Rudolph ** 1:00:50 So great, yeah, yeah. They were probably like, oh, okay, wow. Well, yeah, let's talk about it, yeah. Speaker 1 ** 1:01:00 But I didn't show fear, and didn't need to, because I I went into a learning mode. I want to learn what's on their mind and what's going on, Ashley Rudolph ** 1:01:09 yeah, and that's what it's about. It's about understanding what's important to the other person, or understanding their concerns. And I think if you come at it like you did, from a place of really wanting to understand them and find common ground, then sometimes you can even shift the rejection right often. Speaker 1 ** 1:01:27 If you do it right often you can. Yeah, you can. You can reverse it, because most rejections and objections are really based on perception and not necessarily reality Ashley Rudolph ** 1:01:41 at all? Yes, exactly yes, yes, which is Speaker 1 ** 1:01:45 important? Well, if you could go back and talk to a younger version of yourself, what moment would you choose and who? What would you say that they should learn? Oh, Ashley Rudolph ** 1:01:54 this is so this is such a Speaker 1 ** 1:01:57 great fun question. Yeah, Ashley Rudolph ** 1:02:03 if I could go back, I would probably tell myself that you you don't necessarily have to run away to find the things that you're looking for in your career, right? And I think in life too. Sometimes you think, Oh, I just have to move to a different city, or I just have to buy a new outfit, or I just have to, I have to, I have to, I have to change this thing. And sometimes you just don't have to. Sometimes you can have a conversation about thing that you want or the thing that you're not getting. So if this is a boss right, talking about the thing that you want or that you're not getting, and coming up with a solution together, and I think for quite some time, I was too afraid to do that, and if I wasn't getting what I needed or what I wanted, I just thought the best thing to do was to find it elsewhere, and I would just go back and tell myself to ask for what I wanted first, and then get the information and then leave if I had to. But leaving doesn't have to be the default. Speaker 1 ** 1:03:21 Yeah. Cool. Well, Ashley, this has been a lot of fun. We've been doing this an hour. Can you believe Ashley Rudolph ** 1:03:29 it? We have, we have the time flew by. Fun. Yeah, I could have kept going. Michael Hingson ** 1:03:36 Well, then we'll just have to do another one. Yeah, Ashley Rudolph ** 1:03:39 we do. It, I will always come back. You are amazing. Michael, Speaker 1 ** 1:03:43 well, this has been fun, and maybe one of the things that you could do to help spread the word about what you do and so on is do your own podcast. Ashley Rudolph ** 1:03:50 Yes, something else to think about, yeah, yeah, that's a great idea. And then if I do then I will invite you on there. I'd Speaker 1 ** 1:04:00 love it, I'll come absolutely well. I want to thank you again, and I want to thank all of you for listening and watching today. This has been very enjoyable and a lot of fun, and I appreciate you taking the time to be with us. I'd love to hear your thoughts. Please feel free to email me at Michael H i@accessibe.com so accessibi is spelled A, C, C, E, S, S i, B, E, so Michael M, I C H, A, E, L, H i@accessibe.com or go to our podcast page, www, dot Michael hingson.com/podcast and Michael hingson is m, I C H, A, E, L, H, I N, G, s o n.com/podcast, love to hear from you, and certainly I hope that whenever you're listening or watching, give us a five star rating. We value your reviews, and we really want to know that we're doing good by you, so please give us good reviews, and if you have thoughts or things that you want us to know about, don't hesitate to reach out. It. And for all of you, and Ashley, including you, if you know of other people who ought to be guests on our podcast, it's so much fun to meet more people from those who have been on before. But for anyone, if you know someone who ought to be a guest, please let me know. Reach out, and we will honor your interest and we will bring them on, because I think everyone has, as I told Ashley earlier, stories to tell. So hope that you will do that and that we'll get to see you on our next episode. And again, Ashley, I just want to thank you for being here. This has been so much fun. All Ashley Rudolph ** 1:05:37 right, thank you, Michael. **Michael Hingson ** 1:05:42 You have been listening to the Unstoppable Mindset podcast. Thanks for dropping by. I hope that you'll join us again next week, and in future weeks for upcoming episodes. To subscribe to our podcast and to learn about upcoming episodes, please visit www dot Michael hingson.com slash podcast. Michael Hingson is spelled m i c h a e l h i n g s o n. While you're on the site., please use the form there to recommend people who we ought to interview in upcoming editions of the show. And also, we ask you and urge you to invite your friends to join us in the future. If you know of any one or any organization needing a speaker for an event, please email me at speaker at Michael hingson.com. I appreciate it very much. To learn more about the concept of blinded by fear, please visit www dot Michael hingson.com forward slash blinded by fear and while you're there, feel free to pick up a copy of my free eBook entitled blinded by fear. The unstoppable mindset podcast is provided by access cast an initiative of accessiBe and is sponsored by accessiBe. Please visit www.accessibe.com . AccessiBe is spelled a c c e s s i b e. There you can learn all about how you can make your website inclusive for all persons with disabilities and how you can help make the internet fully inclusive by 2025. Thanks again for Listening. Please come back and visit us again next week.
#171 – Studying is hard…but not studying is hard too. In this episode, I'm sharing a powerful mindset shift to help you get through those stuck, low-motivation moments. I'll walk you through real student examples and tell the personal story of my own recent qualification. One of the hardest things I've done in years. You'll learn how to pause, reflect and choose the kind of hard that moves you forward. Plus, I'll share free tools to help you make studying feel more doable – whether you're on a break or deep in essay season. To get the links and shownotes for this episode, head to: https://chloeburroughs.com/episode171. Download my FREE Study Session Planners Download my FREE Better Essays Sentence Starters Download my FREE Intentional Study Break Workbook Check out my membership, the Kickbutt Students Club. Grab a copy of my book, The Return to Study Handbook.
#170 – If you're currently on a study break, or you've got one coming up—whether it's a few weeks or a few months between terms/years—this episode will help you make the most of it. I'm sharing a gentle, practical approach to planning your break with intention—not to get more done, but to feel more like you. You'll learn how to reflect on what you need, create playful “classes” from the things you love, and build a weekly schedule that supports rest, joy and freedom. There's also a free printable workbook to help you create your own personalised break plan—complete with journalling prompts, naming inspiration, and a weekly schedule template. To get the links and shownotes for this episode, head to: https://chloeburroughs.com/episode170. Download the FREE accompanying workbook for this episode. Check out my membership, the Kickbutt Students Club. Grab a copy of my book, The Return to Study Handbook.
In this episode of Why Distance Learning, your hosts sit down with Desiré Mosser, a veteran instructional coach supporting over 125 virtual educators at Pasco eSchool and Vice President of BOLD (Blended Online Learning Discovery of Florida). A former brick-and-mortar science teacher turned online education leader, Desiré brings over two decades of hands-on virtual teaching experience, systems thinking, and heartfelt coaching into a conversation that dives deep into what it really takes to make virtual schools thrive—not just for students, but for teachers too.The episode explores how Desiré transitioned into virtual learning out of necessity, only to become a cornerstone of educator support in Florida's online education community. From dispelling myths about teacher isolation to building sustainable systems of care, Desiré shares stories, strategies, and moments of growth that challenge the notion that distance learning limits connection. Her experience reveals how personalized, human-centered leadership—and a dash of humor—can transform virtual teaching into a deeply rewarding career.Pain Point: Many educators—especially high-performing ones from traditional classrooms—struggle with the transition to virtual teaching. They face feelings of professional disorientation, burnout, and isolation, often exacerbated by the misconception that online teaching is less personal or impactful.Solution: Desiré combats these challenges with a highly personal, relationship-first approach to coaching and systems design. She builds trust from day one, treating teachers as whole people with lives beyond their screens. Her tools include visual boundaries for home life, proactive calendar management, and “kudos files” to keep morale high. Importantly, she systematizes this approach through a team of lead teachers who carry these same values into their smaller groups, making large-scale support both scalable and heartfelt.Action: Educators and school leaders can apply Desiré's strategies by:Building proactive onboarding that prioritizes relationship-building.Encouraging staff to design personal schedules that protect work-life balance.Modeling vulnerability and curiosity in coaching interactions.Instituting a “kudos file” system to celebrate small wins and sustain motivation.Training household members (yes, even toddlers) on virtual work boundaries.These simple but powerful actions help foster longevity, well-being, and excellence in the virtual teaching profession.
There are changes to the way New Zealanders are getting educated, with distance learning increasing. Correspondence schooling has seen a 32 percent rise in enrolment since 2018. Crimson Global Academy CEO Penelope Burton talks tells Mike Hosking social anxiety is a contributor, while others aren't finding in-person schooling challenging enough. LISTEN ABOVE. See omnystudio.com/listener for privacy information.
In this episode of Why Distance Learning, Seth Fleischauer, Allyson Mitchell, and Tami Moehring welcome Joe Titus, founder and CEO of Hiveclass, to reimagine what physical education can look like in the digital age. They explore how Hiveclass brings inclusive, skill-based movement instruction to students who are often left out of traditional PE—whether due to cost, confidence, access, or classroom logistics.Joe shares how his platform breaks down barriers to participation by offering bite-sized video lessons across 19+ sports and activities, including dance, yoga, and tennis—many of which require no special equipment. Designed to meet national standards, Hiveclass supports both virtual and brick-and-mortar schools in delivering wellness education that's engaging, equitable, and empowering for all learners.This episode challenges the myth that physical education can't be done well online—and makes a compelling case for why it must be.Key Topics Discussed:Why PE is the most skipped class—and how digital tools can change that.Building student confidence through choice, differentiated instruction, and accessible content.Supporting overburdened teachers and addressing PE teacher shortages.Bringing equity to sports access by removing geographic and financial barriers.How wellness-focused instruction can build lifelong skills and resilience.The future of digital PE: partnerships, growth, and rebranding physical education for what it truly is—whole-child wellness.Guest Bio: Joe Titus is the founder and CEO of Hiveclass, an award-winning digital platform that brings high-quality physical education to learners everywhere. A former finance executive turned edtech entrepreneur, Joe's mission is to make movement education engaging and accessible for all students—regardless of ability, background, or setting. Hiveclass serves hundreds of schools with standards-aligned video content across 19+ disciplines, empowering students to build confidence, health, and lifelong fitness habits.Episode Links:Learn more: hiveclass.coConnect with Joe on LinkedIn: Joe TitusSee CILC.org/podcast for more episodesHost Links:Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.
#169 – If you have ever found yourself thinking, “why does essay writing feel so hard?” you are not alone. In this episode, I share 5 reasons why essays often feel overwhelming, confusing or frustrating—and what you can do about each one. We will explore why you were never properly taught how to write essays, why traditional study methods often make things harder, and why high-stakes assignments leave no room for practice. You will also hear why outdated frameworks like PEEL are not helping you and how you might be working incredibly hard but not always in the most effective way. If essay writing feels like a slog, there is nothing wrong with you—you just need better support, clearer methods, and more strategic tools. I will also introduce you to my brand-new training, The Essay Fix, which is open for enrolment now. Tune in to learn practical shifts you can make right away to make essay writing feel easier, more focused and less overwhelming. To get the links and shownotes for this episode, head to: https://chloeburroughs.com/episode169. Join the Essay Fix training. Check out my membership, the Kickbutt Students Club. Grab a copy of my book, The Return to Study Handbook.
#168 – You're told to be an independent learner at university—but no one actually shows you how. In this episode, I'm unpacking why independent learning feels so hard at higher education level, especially if you're returning to study as an adult. You'll learn why the problem isn't your intelligence, motivation or potential—but the lack of proper support. I'll break down the myth of ‘just figuring it out', share the metaphor I use with my students to explain what's really going on, and walk you through what should happen instead. If studying still feels harder than it should be, this episode will help you understand why—and give you a clearer way forward. To get the links and shownotes for this episode, head to: https://chloeburroughs.com/episode168 Check out my membership, the Kickbutt Students Club. Grab a copy of my book, The Return to Study Handbook.
#167 – You worked hard. You followed the guidance. You poured hours into your essay… and still didn't get the mark you hoped for. If that sounds familiar, this episode is for you. In this episode, I'm unpacking the only two reasons why your essay grades aren't higher—and why these problems have nothing to do with your intelligence, effort or potential. You'll learn how misunderstanding the question and writing at the wrong level are the most common (and fixable) reasons students lose marks. I'll walk you through the signs to look out for, the types of feedback that hint at these issues and the specific study skills that can turn things around. Whether you're aiming to pass confidently or push your marks higher, this episode will help you close the gap between the grade you got and the one you deserve. To get the links and shownotes for this episode, head to: https://chloeburroughs.com/episode167 Check out the episode I mention on Bloom's Taxonomy (episode 161) Check out my membership, the Kickbutt Students Club. Grab a copy of my book, The Return to Study Handbook.
In this episode of Why Distance Learning, Seth Fleischauer, Allyson Mitchell, and Tami Moehring welcome Yuliya Kosko, founder of Svitlo Education, to explore how live virtual learning becomes a lifeline in the darkest of times. They discuss the founding of Svitlo School during the Russian invasion of Ukraine and how distance learning has supported nearly 2,000 Ukrainian students with free, high-quality instruction amidst trauma, displacement, and daily threats to safety. Yuliya shares how her all-volunteer team, spanning multiple continents, builds meaningful community and resilience through online education—even when students are logging in from bomb shelters.This powerful conversation makes the case that when done intentionally, virtual learning can create stability, connection, and even joy in crisis.Key Topics Discussed:Founding an online school during wartime and scaling it to serve thousands.The role of distance learning in supporting displaced, traumatized, and underserved students.Building emotional safety and student engagement in a virtual community.Supporting volunteer teachers and maintaining a strong international team.Why culture, structure, and creativity matter even more in crisis.The importance of equipping students not just with knowledge, but with hope and vision for the future of Ukraine.Guest Bio: Yuliya Kosko is the founder and director of Svitlo Education, a free online school for Ukrainian children affected by war. A former primary school teacher in London and co-founder of EducAd Consulting, Yuliya has used her deep experience in international education to create a thriving virtual community that supports both academic growth and emotional healing. Svitlo means “light” in Ukrainian—a name given by one of her first students, and a mission Yuliya embodies every day.Episode Links:Learn more or get involved: svitloschool.comConnect with Yuliya on LinkedIn: Yuliya KoskoSee https://cilc.org/podcast for more episodesHost Links:Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.
#166 – Feeling stuck every time you sit down to study? Do you open your laptop, stare at the screen, and somehow end up scrolling your phone or making tea for the third time? In this episode, I'm diving into what's really going on when your brain freezes—and it's not laziness or lack of motivation. I'll guide you through what's happening behind the scenes in your brain when studying feels impossible. You'll learn how to spot the signs, why they show up and what you can do to actually move forward when you're feeling blocked. Whether you're neurodivergent or not, these practical strategies will help you create more brain space and make study progress easier—especially when you're juggling complex tasks like assignment writing or revising under pressure. This one's a mix of science, stories and simple tips you can start using today. You'll leave with a clearer head, stronger study habits and a powerful mindset shift that'll change how you approach your workload for good. To get the links and shownotes for this episode, head to: https://chloeburroughs.com/episode166. Check out my membership, the Kickbutt Students Club. Grab a copy of my book, The Return to Study Handbook.
Traditional classrooms can be overwhelming for neurodivergent students. Rigid schedules, sensory overload, and one-size-fits-all approaches leave many feeling anxious, disconnected, and unable to thrive. Parents often ask: Is online education a viable alternative?In this episode, we sit down with Kate Longworth, CEO and founder of Gaia Learning, a global online school designed for neurodivergent learners. Kate shares how personalized online learning can reduce stress, increase accessibility, and help students build the confidence they need to succeed—whether in virtual or in-person settings.Key takeaways include:✔️ The misconception that distance learning isn't suited for marginalized students—and why the reality is quite the opposite.✔️ How Gaia Learning's tiered approach helps neurodivergent students transition from disengagement to confidence.✔️ Why emotional safety is the foundation of academic success, and how online learning can foster trust and connection.✔️ Strategies for scaling personalized education while maintaining meaningful, individualized support.
Does your institution teach distance microbiology courses? What do you use to teach students those critical skills required in microbiology? In this episode Luis is joined by Brittany Jackson, a specialist from the Carolina Distance Learning section of the Carolina Biological Supply company. Brittany talks about the kits for microbiology students. Which materials are in those kits? Gram stains? Media? Tune in to learn more.Link to website: https://carolinadistancelearning.com/ready-to-ship/Questions? Feedback? Send those to letstalkmicro@outlook.comWant to support the podcast? Here's how:Venmo: https://venmo.com/u/letstalkmicroBuy me a Ko-fi: https://ko-fi.com/letstalkmicro
Is distance learning just a pandemic-era stopgap, or does it have lasting potential in education?Virtual learning skeptics often assume that online education was a temporary fix—an emergency response rather than a viable long-term model. Many educators and policymakers still equate today's online learning with the chaotic transition of 2020, failing to recognize how far the field has come.In this episode, John Watson, founder and CEO of DLAC and the Digital Learning Annual Conference, joins us to challenge these misconceptions. As one of the leading voices in digital education, John has spent decades tracking the evolution of online learning, from early adoption to the cutting-edge innovations shaping its future.Key Insights & Takeaways:✅ Distance Learning Is Not a Pandemic Experiment—It's a Proven Model. • Many assume that online learning started with COVID, but John explains how digital education has been a long-standing movement with a robust foundation before the pandemic. • The abrupt shift in 2020 was emergency remote learning, not the structured, effective virtual programs that have been evolving for decades.✅ The Reality: Virtual Learning Expands, Not Replaces, Student Options. • Online courses are often the only way students can access AP classes, dual enrollment, or specialized subjects. • Hybrid and online programs are built on choice, allowing students to personalize their learning while maintaining flexibility.✅ The Future of Education Is Hybrid, Not Either-Or. • The next wave of education isn't about choosing between online and in-person—it's about blending the best of both. • DLAC attendees are shaping innovative hybrid models, where online learning enhances, rather than replaces, traditional schools.✅ Sustainability and Lifelong Learning Matter More Than Ever. • AI, virtual reality, and digital tools are reshaping education, but sustainable models require schools to focus on personalization and long-term adaptability. • John shares a powerful story of a student who went from nearly dropping out to excelling in a hybrid learning model, proving that online education creates futures, not just classrooms.Actionable Takeaway:Educators and policymakers must shift their focus from debating if distance learning has a future to optimizing its role in expanding educational access and personalization. The key isn't replacing in-person learning but designing flexible, high-quality options that meet students' diverse needs.
In this episode of Why Distance Learning, hosts Seth Fleischauer, Allyson Mitchell, and Tami Moehring welcome Breauna Wall, an instructional designer and educational strategist, to explore the evolving role of virtual education. They discuss how innovative instructional design enhances student engagement, the importance of aligning pedagogy with technology, and how to create meaningful online learning experiences. The episode highlights the intersection of research and practice in shaping the future of distance learning.Key Topics Discussed: • The role of instructional design in virtual learning success • Strategies for increasing engagement in online courses • Aligning technology with pedagogy for effective learning • Overcoming misconceptions about distance learning • The future of instructional design in K-12 and higher educationGuest Bio:Breauna Wall is an instructional designer and education strategist with expertise in creating engaging, research-based virtual learning experiences. She has worked with K-12 schools, universities, and corporate training programs to develop curricula that optimize student learning outcomes.Guest Links:1. Dr. Wall's CollaborativeEd Solutions - https://www.collaborativeedsolutions.com/Host Links: 1. Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell. 2. Seth Fleischauer's Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.Research Consulted:1. Golden, Alexandrea and Emily N Srisarajivakul, Amanda J Hasselle, Rory A Pfund, and Jerica Knox. "What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic." [PubMed Central] https://pmc.ncbi.nlm.nih.gov/articles/PMC10259090/2. Pressly, J.P. "Online Learning Can Help Minimize Racism and Ableism In and Out of the Classroom." [Edtech Magazine] https://edtechmagazine.com/higher/article/2022/05/online-learning-can-help-minimize-racism-and-ableism-and-out-classroom3. Spievack, Natalie and Megan Gallagher. "For Students of Color, Remote Learning Environments Pose Multiple Challenges." [Urban Institute] https://www.urban.org/urban-wire/students-color-remote-learning-environments-pose-multiple-challenges
In this episode of Why Distance Learning, hosts Seth Fleischauer, Allyson Mitchell, and Tami Moehring welcome environmental science educator and distance learning pioneer, Kasey Gaylord-Opalewski, to explore the intersection of marine science, education, and the transformative potential of live virtual learning. Kasey shares her journey from North Dakota to becoming a leading voice in environmental education, highlighting how distance learning can ignite curiosity and inspire action, even from thousands of miles away.Key Topics Discussed: • The unique power of distance learning to connect learners with otherwise inaccessible environments, such as oceans and marine life. • Kasey's approach to interpreting complex scientific research into engaging, digestible content for diverse audiences, from teens to lifelong learners. • Insights from Kasey's work at Earth Echo International, including programs empowering youth to protect and restore the ocean planet. • Reflections on co-authoring Defining Interactive Virtual Learning and Museum Education: A Shared Perspective and its ongoing relevance in framing effective distance learning practices. • The challenges and opportunities of teaching live over video and how passion, adaptability, and technical skills create transformative experiences.Guest Bio:Kasey Gaylord-Opalewski is a marine science educator with over 20 years of experience in designing interactive virtual learning programs. As a leader at Earth Echo International, Kasey empowers youth and educators to take meaningful action for ocean conservation. She is also an accomplished author, co-writing a seminal article on defining distance learning practices.Host Links:Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.Episode Links: • Earth Echo International - https://www.earthecho.org/ • Journal of Museum Education Article - https://www.cilc.org/CILC/media/Documents/2-Defining-Interactive-Virtual-Learning-in-Museum-Education-A-Shared-Perspective.pdf • CILC Podcast Page - https://www.cilc.org/podcast
Most people agree that the “online learning” that happened during COVID was a challenge for many students; especially those with disabilities.However, what happened during the pandemic wasn't a true version of what “distance learning” or “telehealth” should be. There's a difference between leveraging technology to enhance in-person experiences vs. using it as a temporary solution in an emergency situation.There's also a difference between using technology to provide opportunities that wouldn't be possible in-person vs. having an unhealthy relationship with social media.That's why I invited Seth Fleischauer to De Facto Leaders to discuss distance learning best practices, social media, and how to use technology responsibly in education.Seth Fleischauer is the President of Banyan Global Learning, which he founded in 2008 after teaching elementary school with NYC Teaching Fellows. Banyan pioneered daily international EFL distance learning and has since expanded to train teachers and educate K-12 students across three continents. His programs focus on teaching digital and cultural competencies through a global lens and have delivered over 40,000 live teaching sessions. Seth has also hosted nearly 100 podcast episodes, including Make It Mindful and Why Distance Learning?In this conversation, we discuss:✅Why “COVID online learning” wasn't an accurate representation of true distance learning. ✅Opportunities, access, and equity: Using distance learning experiences when IRL isn't possible.✅How do we know when kids are ready for social media?✅Defining the “digital footprint” and how to talk to kids about safe online practices.You can learn more about Seth's company, Banyan Global Learning at: https://banyangloballearning.com/Listen to the Make it Mindful Podcast at: https://feeds.transistor.fm/make-it-mindful-an-education-podcastListen to the Why Distance Learning Podcast at: https://whydistancelearning.transistor.fm/Learn more about the Center for Interactive Learning and Collaboration here: https://www.cilc.org/In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments
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