Podcasts about foundation distinguished professor

Send us a textIn this episode 106 LEARNING FOR UNCERTAINTY, Foundation Distinguished Prof. Dr. Yong Zhao joins the podcast for the third time to discuss learning in an age of relentless change.===Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansasand a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education.===X: https://x.com/yongzhaoedWebsite: zhaolearning.com===theykm.comthe-ykm.comwhyknowledgematters.comprograms.the-ykm.comtheykm.com the-ykm.comwhyknowledgematters.com#whyknowledgematters #podcast #theykm #livelearnlove #education #motherofeducationalmindfulnessthe ykm: Enhancing learning for transformative human growth!Support the show

Deborah Netolicky talks with Professor Yong Zhao about teaching, curriculum, schooling, educational leadership, and schools within schools. Yong is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education. Yong has received numerous awards for his work on the implications of globalisation and technology on education. He has published over 100 articles and 30 books. Want to know more? - https://zhaolearning.com/ - https://journals.sagepub.com/doi/full/10.1177/20965311241265124 Join the conversation on social media. - Yong: @yongzhaoed on X - Deb: @debsnet on X and @theeeduflaneuse on Instagram. - The Edu Salon: @theedusalon on X and Instagram.

In this special episode, we sit down with distinguished guests Professor Jim Watterston, Dean of the Faculty of Education, and Professor Yong Zhao, Foundation Distinguished Professor at the University of Kansas. Together, they discuss their recent co-authored book, 'Focused: Understanding, Negotiating, and Maximizing Your Influence as a School Leader,' offering a practical guide to educational leadership. From navigating challenges to enhancing student engagement, Watterston and Zhao provide strategic advice grounded in research and experience.

In this episode 86 REACH FOR GREATNESS, Foundation Distinguished Professor Yong Zhao discusses his book Reach for Greatness, why education has to change, personizable education, learning, teaching, meaning and much more.===#greatness #reachforgreatness #luck  @WhyKnowledgeMatters  #ProfYongZhao #UniversityofKansas #whyknowledgematters #livelearnlove ===#thinking #feelalive #alive @ProfYongZhao #improbable #probabilities #improbableprobabilities  @WhyKnowledgeMatters  #theykm #the-ykm #theykm.com #theykm.com #whyknowledgematters.com #whyknowledgematters ===Dr. Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Faculty of Education, University of Melbourne in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education.Yong Zhao has received numerous awards including the Early Career Award from the American Educational Research Association, Outstanding Public Educator from Horace Mann League of USA, Distinguished Achievement Award in Professional Development from the Association of Education Publishers, ACEL Nganakarrawa Award, and AECT 2022 Outstanding Digital Learning Artifact Award and AECT Distinguished Development Award. He has been recognized as one of the most influential education scholars.===PODCAST:E86 REACH FOR GREATNESS; E73 IMPROBABLE PROBABILITIES; Apple Podcast; https://podcasts.apple.com/ca/podcast...Spotify; 

⁠Yong Zhao⁠ is a Foundation Distinguished Professor in the ⁠School of Education at the University of Kansas⁠ and a professor in Educational Leadership at the Faculty of Education, University of Melbourne in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the ⁠Confucius Institute⁠, as well as the US-China Center for Research on Educational Excellence. He is an elected member of the ⁠National Academy of Education⁠ and a fellow of the ⁠International Academy of Education⁠. In this conversation we chat about why the US should abandon PISA - the "nonsensical global academic horse race": https://dianeravitch.net/2024/02/12/yong-zhao-why-doesnt-the-u-s-scrap-pisa/ "If ChatGPT had taken the 2022 PISA, it is highly likely that it would outscore all the students in the world.” We also discuss why countries generally should stop comparing and borrowing from each other, and why diversity and localisation and personalisation are Yong's keys to how the educational landscape needs to develop in the future. Recent books and articles: Duck and Cover: Confronting and Correcting Dubious Practices in Education with Rick Ginsberg (2023) 'Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China' (2018). '“Testing treats students as enemies and are often launched against them in an ambush”, wrote Mao in 1964, “It works against the active and lively development of youth morally, intellectually, and physically”' Learning for Uncertainty: Reach for greatness (2023)  Social Links LinkedIn: @yong-zhao X: @YongZhaoEd

In this episode 73 IMPROBABLE PROBABILITIES, Foundation Distinguished Professor Yong Zhao discusses his book Improbable Probabilities, education, democracy, his gift, why he does not need a hobby, freedom of speech, his career and how he overcame the improbable probabilities and much more.===#luck  @WhyKnowledgeMatters  #ProfYongZhao #UniversityofKansas #whyknowledgematters #livelearnlove ===#thinking #feelalive #alive @ProfYongZhao #improbable #probabilities #improbableprobabilities  @WhyKnowledgeMatters  #theykm #the-ykm #theykm.com #theykm.com #whyknowledgematters.com #whyknowledgematters ===Dr. Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Faculty of Education, University of Melbourne in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education.Yong Zhao has received numerous awards including the Early Career Award from the American Educational Research Association, Outstanding Public Educator from Horace Mann League of USA, Distinguished Achievement Award in Professional Development from the Association of Education Publishers, ACEL Nganakarrawa Award, and AECT 2022 Outstanding Digital Learning Artifact Award and AECT Distinguished Development Award. He has been recognized as one of the most influential education scholars.===SOCIAL MEDIA:X; https://twitter.com/intent/tweet?original_referer=http%3A%2F%2Fzhaolearning.com%2F&ref_src=twsrc%5Etfw%7Ctwcamp%5Ebuttonembed%7Ctwterm%5Eshare%7Ctwgr%5E&text=Bio&url=http%3A%2F%2Fzhaolearning.com%2F2009%2F08%2F06%2F96%2FWEBSITE:zhaolearning.com

Today's episode of AI Proficiency: Turning Tomorrow into Today features a discussion with Dr. Dorothy Leidner, Leslie H. Goldberg Jefferson Scholars Foundation Distinguished Professor in AI Ethics at the University of Virginia. Dr. Leidner's lifelong fascination with technology continues to inspire her to explore as well as interrogate the consequences of their use within society. Stay tuned to hear more about what we need to understand as we create ethical frameworks around new AI models, and why ensuring the right to behavioral dignity must be a central theme moving forward. CDAO: https://www.ai.mil/  Tradewind AI: https://www.tradewindai.com/  Alethia Labs: https://alethialabs.org/  ATARC: https://atarc.org/

Artificial Intelligence or AI has well and truly arrived. As ChatGPT and DALL-E become mainstream, warnings in the media about this new technology are growing, including its impact on education and assessment. But AI also offers exciting opportunities to enhance learning, think creatively, alleviate workloads and embrace inclusivity. In this episode we de-mystify the question; is AI in the classroom a friend or a foe?   Helping us explore this evolving conundrum and share the inspiring possibilities of new tech and tips on how teachers can start exploring AI in their classrooms is prolific educator and researcher and Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education , Professor Yong Zhao, as well as expert in self-regulation and classroom-based assessment and Director of the Assessment and Evaluation Research Centre, Professor Therese Hopfenbeck, and expert in technology in the classroom and Director of Curriculum at the Victorian Curriculum and Assessment Authority, Lauren Sayer.

In September 1969, African American journalist Wallace Terry reported on “another war being fought in Vietnam — between black and white Americans.” After the 1948 integration of the military, the U.S. Army had tried to be color blind, seeing not Black or white but just olive drab, but by 1970, the Deputy Chief of Staff for Personnel, Gen. Walter T. Kerwin, noted: “In the past year racial discord has surfaced as one of the most serious problems facing Army leadership.” So in the midst of fighting a deeply unpopular overseas war, the military also created the Defense Race Relations Institute (DRRI) and developed mandated race relations training. Joining me to discuss race relations in the U.S. Army during the Vietnam War era is Dr. Beth Bailey, a Foundation Distinguished Professor in the Department of History at the University of Kansas and Author of An Army Afire: How the US Army Confronted Its Racial Crisis in the Vietnam Era. Our theme song is Frogs Legs Rag, composed by James Scott and performed by Kevin MacLeod, licensed under Creative Commons. The mid-episode music is “Old Soul Record” by Musictown from Pixabay and is free to use through the Pixabay license. The episode image is “Photograph of Specialist 4th Class McClanton Miller Kneeling in Dense Brush Waiting for Orders to Move Forward;” picture was taken January 23, 1966 and is available via the U.S. National Archives and Records Administration (NAID: 17331387; Local ID: 111-CC-33199) with no restrictions on use. Additional sources: “Vietnam War Timeline,” History.com, Published September 13, 2017 and Updated March 29, 2023. “Ho Chi Minh,” PBS American Experience. “Foreign Relations Of The United States, 1952–1954, Indochina, Volume XIII, Part 1,” Office of the Historian, Foreign Service Institute, United States Department of State. “Tonkin Gulf Resolution (1964),” National Archives and Records Administration. “Vietnam Lotteries,” Selective Service System. “Resistance to the Vietnam War,” by Jessica McBirney, Common Lit, 2016. “The Draft,” Vietnam Veterans Memorial Fund. “Vietnam War Protests,” History.com, Published February 22, 2010 and Updates November 1, 2022. “The Forgotten History Of A Prison Uprising In Vietnam,” by Sarah Kramer, NPR All Things Considered, August 29, 2018. “History,” Defense Equal Opportunity Management Institute. “Black and White in Vietnam,” by Gerald F. Goodwin, The New York Times, July 18, 2017. “Training for Vietnam, fighting for civil rights: Post an island of relative calm in a turbulent sea,” by Christine Schweickert, U.S. Army, May 14, 2015. “As we rethink the Vietnam War, we have to grapple with its racial implications,” by Hannah Gurman, The Washington Post, October 6, 2017. “African-American struggle for equality in Army during Vietnam still instructive,” by David Vergun, U.S. Army, February 25, 2014. “The military provides a model for how institutions can address racism,” by Margaret B. Montgomery, The Washington Post, June 23, 2020. “Serving without 'equal opportunity': Vietnam veterans faced racism at home and abroad,” by Erica Thompson, The Columbus Dispatch, Published December 3, 2020 and Updated December 9, 2020. “War within war,” by James Maycock, The Guardian, September 14, 2001. “Reflections On The Curse Of Racism In The U.S. Military,” by David Barno and Nora Bensahel, War on the Rocks, June 30, 2020. Learn more about your ad choices. Visit megaphone.fm/adchoices

By the Tet Offensive in early 1968, what had been widely heralded as the best qualified, best-trained army in US history was descending into crisis as the Vietnam War raged without end. Morale was tanking. AWOL rates were rising. And in August of that year, a group of Black soldiers seized control of the infamous Long Binh Jail, burned buildings, and beat a white inmate to death with a shovel. The days of "same mud, same blood" were over, and by the end of the decade, a new generation of Black GIs had decisively rejected the slights and institutional racism their forefathers had endured.  In An Army Afire: How the US Army Confronted Its Racial Crisis in the Vietnam Era (UNC Press, 2023), acclaimed military historian Beth Bailey shows how the Army experienced, defined, and tried to solve racism and racial tension (in its own words, "the problem of race") in the Vietnam War era. Some individuals were sympathetic to the problem but offered solutions that were more performative than transformational, while others proposed remedies that were antithetical to the army's fundamental principles of discipline, order, hierarchy, and authority. Bailey traces a frustrating yet fascinating arc where the army initially rushed to create solutions without taking the time to fully identify the origins, causes, and proliferation of racial tension. It was a difficult, messy process, but only after Army leaders ceased viewing the issue as a Black issue and accepted their own roles in contributing to the problem did change become possible. Beth Bailey is Foundation Distinguished Professor of History at the University of Kansas. Caleb Zakarin is the Assistant Editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

By the Tet Offensive in early 1968, what had been widely heralded as the best qualified, best-trained army in US history was descending into crisis as the Vietnam War raged without end. Morale was tanking. AWOL rates were rising. And in August of that year, a group of Black soldiers seized control of the infamous Long Binh Jail, burned buildings, and beat a white inmate to death with a shovel. The days of "same mud, same blood" were over, and by the end of the decade, a new generation of Black GIs had decisively rejected the slights and institutional racism their forefathers had endured.  In An Army Afire: How the US Army Confronted Its Racial Crisis in the Vietnam Era (UNC Press, 2023), acclaimed military historian Beth Bailey shows how the Army experienced, defined, and tried to solve racism and racial tension (in its own words, "the problem of race") in the Vietnam War era. Some individuals were sympathetic to the problem but offered solutions that were more performative than transformational, while others proposed remedies that were antithetical to the army's fundamental principles of discipline, order, hierarchy, and authority. Bailey traces a frustrating yet fascinating arc where the army initially rushed to create solutions without taking the time to fully identify the origins, causes, and proliferation of racial tension. It was a difficult, messy process, but only after Army leaders ceased viewing the issue as a Black issue and accepted their own roles in contributing to the problem did change become possible. Beth Bailey is Foundation Distinguished Professor of History at the University of Kansas. Caleb Zakarin is the Assistant Editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

By the Tet Offensive in early 1968, what had been widely heralded as the best qualified, best-trained army in US history was descending into crisis as the Vietnam War raged without end. Morale was tanking. AWOL rates were rising. And in August of that year, a group of Black soldiers seized control of the infamous Long Binh Jail, burned buildings, and beat a white inmate to death with a shovel. The days of "same mud, same blood" were over, and by the end of the decade, a new generation of Black GIs had decisively rejected the slights and institutional racism their forefathers had endured.  In An Army Afire: How the US Army Confronted Its Racial Crisis in the Vietnam Era (UNC Press, 2023), acclaimed military historian Beth Bailey shows how the Army experienced, defined, and tried to solve racism and racial tension (in its own words, "the problem of race") in the Vietnam War era. Some individuals were sympathetic to the problem but offered solutions that were more performative than transformational, while others proposed remedies that were antithetical to the army's fundamental principles of discipline, order, hierarchy, and authority. Bailey traces a frustrating yet fascinating arc where the army initially rushed to create solutions without taking the time to fully identify the origins, causes, and proliferation of racial tension. It was a difficult, messy process, but only after Army leaders ceased viewing the issue as a Black issue and accepted their own roles in contributing to the problem did change become possible. Beth Bailey is Foundation Distinguished Professor of History at the University of Kansas. Caleb Zakarin is the Assistant Editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

By the Tet Offensive in early 1968, what had been widely heralded as the best qualified, best-trained army in US history was descending into crisis as the Vietnam War raged without end. Morale was tanking. AWOL rates were rising. And in August of that year, a group of Black soldiers seized control of the infamous Long Binh Jail, burned buildings, and beat a white inmate to death with a shovel. The days of "same mud, same blood" were over, and by the end of the decade, a new generation of Black GIs had decisively rejected the slights and institutional racism their forefathers had endured.  In An Army Afire: How the US Army Confronted Its Racial Crisis in the Vietnam Era (UNC Press, 2023), acclaimed military historian Beth Bailey shows how the Army experienced, defined, and tried to solve racism and racial tension (in its own words, "the problem of race") in the Vietnam War era. Some individuals were sympathetic to the problem but offered solutions that were more performative than transformational, while others proposed remedies that were antithetical to the army's fundamental principles of discipline, order, hierarchy, and authority. Bailey traces a frustrating yet fascinating arc where the army initially rushed to create solutions without taking the time to fully identify the origins, causes, and proliferation of racial tension. It was a difficult, messy process, but only after Army leaders ceased viewing the issue as a Black issue and accepted their own roles in contributing to the problem did change become possible. Beth Bailey is Foundation Distinguished Professor of History at the University of Kansas. Caleb Zakarin is the Assistant Editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/military-history

By the Tet Offensive in early 1968, what had been widely heralded as the best qualified, best-trained army in US history was descending into crisis as the Vietnam War raged without end. Morale was tanking. AWOL rates were rising. And in August of that year, a group of Black soldiers seized control of the infamous Long Binh Jail, burned buildings, and beat a white inmate to death with a shovel. The days of "same mud, same blood" were over, and by the end of the decade, a new generation of Black GIs had decisively rejected the slights and institutional racism their forefathers had endured.  In An Army Afire: How the US Army Confronted Its Racial Crisis in the Vietnam Era (UNC Press, 2023), acclaimed military historian Beth Bailey shows how the Army experienced, defined, and tried to solve racism and racial tension (in its own words, "the problem of race") in the Vietnam War era. Some individuals were sympathetic to the problem but offered solutions that were more performative than transformational, while others proposed remedies that were antithetical to the army's fundamental principles of discipline, order, hierarchy, and authority. Bailey traces a frustrating yet fascinating arc where the army initially rushed to create solutions without taking the time to fully identify the origins, causes, and proliferation of racial tension. It was a difficult, messy process, but only after Army leaders ceased viewing the issue as a Black issue and accepted their own roles in contributing to the problem did change become possible. Beth Bailey is Foundation Distinguished Professor of History at the University of Kansas. Caleb Zakarin is the Assistant Editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

By the Tet Offensive in early 1968, what had been widely heralded as the best qualified, best-trained army in US history was descending into crisis as the Vietnam War raged without end. Morale was tanking. AWOL rates were rising. And in August of that year, a group of Black soldiers seized control of the infamous Long Binh Jail, burned buildings, and beat a white inmate to death with a shovel. The days of "same mud, same blood" were over, and by the end of the decade, a new generation of Black GIs had decisively rejected the slights and institutional racism their forefathers had endured.  In An Army Afire: How the US Army Confronted Its Racial Crisis in the Vietnam Era (UNC Press, 2023), acclaimed military historian Beth Bailey shows how the Army experienced, defined, and tried to solve racism and racial tension (in its own words, "the problem of race") in the Vietnam War era. Some individuals were sympathetic to the problem but offered solutions that were more performative than transformational, while others proposed remedies that were antithetical to the army's fundamental principles of discipline, order, hierarchy, and authority. Bailey traces a frustrating yet fascinating arc where the army initially rushed to create solutions without taking the time to fully identify the origins, causes, and proliferation of racial tension. It was a difficult, messy process, but only after Army leaders ceased viewing the issue as a Black issue and accepted their own roles in contributing to the problem did change become possible. Beth Bailey is Foundation Distinguished Professor of History at the University of Kansas. Caleb Zakarin is the Assistant Editor of the New Books Network.

By the Tet Offensive in early 1968, what had been widely heralded as the best qualified, best-trained army in US history was descending into crisis as the Vietnam War raged without end. Morale was tanking. AWOL rates were rising. And in August of that year, a group of Black soldiers seized control of the infamous Long Binh Jail, burned buildings, and beat a white inmate to death with a shovel. The days of "same mud, same blood" were over, and by the end of the decade, a new generation of Black GIs had decisively rejected the slights and institutional racism their forefathers had endured.  In An Army Afire: How the US Army Confronted Its Racial Crisis in the Vietnam Era (UNC Press, 2023), acclaimed military historian Beth Bailey shows how the Army experienced, defined, and tried to solve racism and racial tension (in its own words, "the problem of race") in the Vietnam War era. Some individuals were sympathetic to the problem but offered solutions that were more performative than transformational, while others proposed remedies that were antithetical to the army's fundamental principles of discipline, order, hierarchy, and authority. Bailey traces a frustrating yet fascinating arc where the army initially rushed to create solutions without taking the time to fully identify the origins, causes, and proliferation of racial tension. It was a difficult, messy process, but only after Army leaders ceased viewing the issue as a Black issue and accepted their own roles in contributing to the problem did change become possible. Beth Bailey is Foundation Distinguished Professor of History at the University of Kansas. Caleb Zakarin is the Assistant Editor of the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/book-of-the-day

Hi FreshEd Listeners. We're on holiday for the month of August. We'll be back in September with new episodes, including the next round of Flux. I've already listened to a few rough cuts and they're going to be great. While we're away, please send us your recommendations for future guests as well as consider donating to FreshEd to keep independent media alive. FreshEd is nothing without you. Thanks for all your support and I'll be back in September! https://freshedpodcast.com/contact-2/ -- There's an urban legend that Winston Churchill, near the end of World War II, once said “never let a good crisis go to waste.” President Obama's chief of staff, Rahman Emanuel, certainly said similar words in 2009 after the Global Financial Crisis. Is the crisis in education today caused by the coronavirus an opportunity to make lasting and positive change? How can we be sure not to waste this moment by returning to normal? Yong Zhao joins me to talk about educational change in the time of COVID-19. He argues that we must change the “yes, but” attitude to a “yes, and” collaborative approach. We must be innovative and work together to redesign education systems into something new. He's hoping to see more self-directed learning emerge out of this crisis as well as a shift towards the humanities and philosophy. Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. His newest book is entitled Teaching Students to Become Self-Determined Learners (ASCD, 2020). www.freshedpodcast.com/yongzhao-2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Our guest today is the award-winning teacher and scholar Beth Bailey. Beth is a Foundation Distinguished Professor in the Department of History and the Director of the Center for Military, War, and Society Studies at the University of Kansas, which includes the amazing resource for military history instructors - Teaching Military History. She is the author of America's Army: Making the All-Volunteer Force, Sex in the Heartland, The First Strange Place: Race and Sex in World War II Hawaii, and From Front Porch to Back Seat: Courtship in Twentieth-Century America. In addition, she has edited or co-edited numerous volumes, including Managing Sex in the U.S. Military, which she did with Kara Vuic; Alesha Doan; Shannon Portillo. Beth was educated at Northwestern and the University of Chicago. Before making the move to the University of Kansas, Beth taught at Barnard College, The University of New Mexico, and Temple University. She has spoken all over the world and was a Fulbright Scholar at the University of Indonesia. Beth's research has been supported by the National Endowment for the Humanities, the Woodrow Wilson International Center for Scholars, and the American Council of Learned Societies. She has received the Army Historical Foundation Distinguished Writing Award on two occasions, and she was elected to the Society of American Historians in 2017. In 2021, Beth was named an Andrew Carnegie Fellow. Finally, just yesterday she was named the recipient of the 2022 Balfour Jeffrey Award in Humanities and Social Sciences, which is one of the University of Kansas' prestigious Higuchi-KU Endowment Research Achievement Awards. Beth is the co-editor with Andrew Preston of the Military, War, and Society in Modern U.S. History series at Cambridge University Press and she is extremely active in a number of professional associations, including the Society for Military History. Beth is one of the most respected and generous people in the field of military history, and we are pleased that she made the time to sit down with us today. She's come far from parents who sat in the flea-infested Fox Theater in Atlanta on their first date and for one who is agnostic about Kansas basketball (living dangerously like that in Lawrence!)! Follow Beth on Twitter @BethLynnBailey. BONUS - Beth and her husband historian David Farber have one of the most spectacular prairie homes you'll ever see. Check out their Kansas Longhouse outside Lawrence. Rec. 01/25/2022

This episode of the Getting Smart Podcast is sponsored by GettingSmart.com where we recently ran a related post called So You Designed a Profile of a Graduate, Now What? On this episode of the Getting Smart Podcast Tom Vander Ark is joined by Ken Kay, founder of Partnership for 21st Century Skills, leading advocate of the 4C's and its successor EdLeader 21, and co-author of Redefining Student Success, featured on an August episode of the Getting Smart Podcast. We are also joined by Dr. Yong Zhao, a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He is also the author of the new book Learners Without Borders: New Learning Pathways for All Students. Let's listen in as they discuss Portrait of a Graduate, learning pathways and more. 

In this conversation, Dr. Yong Zhao and I unpacked many different layers of his life and his work. However, we devote much of this episode discussing his latest book Learners Without Boarders-New Learning Pathways For All Students which was published in July 2021. Dr. Zhao has written more than 20 books and has spoken and presented in many countries around the world and is widely recognized as one of the most influential education scholars. It was a pleasure to have this conversation with Dr. Zhao and I hope that anyone listening will benefit from hearing about his work and research. Dr. Zhao's BioYong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education.Yong Zhao has received numerous awards including the Early Career Award from the American Educational Research Association, Outstanding Public Educator from Horace Mann League of USA, and Distinguished Achievement Award in Professional Development from the Association of Education Publishers. He has been recognized as one of the most influential education scholars.Zhao was born in China's Sichuan Province. He received his B.A. in English Language Education from Sichuan Institute of Foreign Languages in Chongqing, China in 1986. After teaching English in China for six years, he came to Linfield College as a visiting scholar in 1992. He then began his graduate studies at the University of Illinois at Urbana-Champaign in 1993. He received his masters in Education in 1994 and Ph.D. in 1996. He joined the faculty at MSU in 1996 after working as the Language Center Coordinator at Willamette University and a language specialist at Hamilton College.Connect with Dr. ZhaoTwitter: https://twitter.com/YongZhaoEdWebsite: http://zhaolearning.com/Dr. Zhao most recent book Learners Without Boarders can be found here: https://www.amazon.com/Learners-Without-Borders-Learning-Pathways/dp/1506377351

In this week's episode, Rod and Jal are joined by Yong Zhao, a Foundation Distinguished Professor in the School of Education at the University of Kansas, and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. Yong has published numerous articles and over thirty books to date!Throughout the conversation topics include problems with the Chinese approach to education; issues with assessment methods; what sparks will be needed to really shift the "grammar" of schooling; "crazy" ideas that have come from the COVID era and what may stick; how we can  encourage students to liberate themselves; and finally, discussing the intelligence of pigs.http://www.deeperlearningdozen.org

In this episode of Talking Teaching, Professor Jim Watterston, Dean of the Melbourne Graduate School of Education, and Professor Yong Zhao discuss the education system post-COVID-19 and question whether the role of education should be more than simply preparing students for the workforce. Yong Zhao is Professor of Educational Leadership at the Melbourne Graduate School of Education and Foundation Distinguished Professor at the University of Kansas School of Education.

In this extended episode of Building the Bridge, we're delighted to share an interview with world renowned education scholar, Dr. Yong Zhao. In this conversation with Dr. Wendy Oliver, Dr. Zhao expands on some of the key points from his recent article “Build Back Better: Avoid the Learning Loss Trap.” In the article, he speaks to the risk of some wrong decisions schools might make as a reaction to Covid-19 challenges, and then shares a list of proven, research-based, global strategies to pursue instead. Dr. Zhao will enlighten listeners with his thoughts on what has actually been lost during the pandemic (versus what was just never gained, and what we can do next), and why he advocates for children to develop a jagged profile of qualities vs. focusing on narrow subject matter such as reading and math. As a proponent of a whole child education, Dr. Zhao promotes social-emotional learning, mental health, and a variety of academic subjects as equally important components of education. Additionally, Dr. Zhao describes how he views children as global citizens; what they need to know about their responsibilities, their goals, and their outcomes; and why online learning is here to stay as an effective piece of education access. This is an interview you don't want to miss! Read more in the recent article, Build Back Better: https://link.springer.com/article/10.1007/s11125-021-09544-y About Dr. Yong Zhao: Dr. Yong Zhao has been recognized as one of the most influential global education scholars. Currently, he is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon. Dr. Zhao has published more than 100 articles and 30 books that focus on the implications of globalization and technology on education. Follow him on Twitter @YongZhaoEd About the host: Dr. Wendy Oliver is a highly qualified Tennessee teacher and administrator who has pioneered digital learning across multiple states and school districts. She has authored digital teaching standards and developed software that allows teachers to self-assess their knowledge of digital instruction. No matter which hat she's wearing, her goal is simple -- to empower learners. Dr. Oliver is currently the Chief Learning Officer for EdisonLearning. Follow Dr. Oliver on Twitter @oliver_dr and learn more about EdisonLearning by visiting https://edisonlearning.com/

Since the beginning of the COVID pandemic in early 2020, testing has been under scrutiny. From a lack of tests to delays in results, there have been signs that these systems need improvement. Foundation Distinguished Professor of Chemistry and Engineering Steven Soper and his team have been working on a solution to make testing more convenient and more affordable. Listen as Dr. Soper breaks down how his team pivoted from working on cancer and stroke diagnoses to tackling testing for COVID-19.

Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, and executive director of both the Confucius Institute and the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education. Yong has written many groundbreaking books on education, including: Teaching Students to Become Self-Determined Learners [co-authored with Michael Wehmeyer] (2020) An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success [co-authored with Trina E. Emler, Anthony Snethen and Danqing Yin] (2019) What Works May Hurt: Side Effects in Education (2018) Reach for Greatness: Personalizable Education for All Children (2018) Who's Afraid of the Big Bad Dragon? Why China Has the Best (and Worst) Education System in the World (2014) World Class Learners: Educating Creative and Entrepreneurial Students (2012) Social Links LinkedIn: @YongZhao Twitter: @YongZhaoEd

Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. [RE]LEARN Session: In conversation with Yong Zhao: learning beyond 2020, Thursday, November 12 • 20:15 - 20:45 Jennifer Groff, PhD is an educational engineer, designer, and researcher, whose work focuses on redesigning learning environments and systems. Currently, she is the Innovation Fellow at WISE (Qatar Foundation), where she is leading the development of their Global Innovation Hub. Previously, she was the Chief Learning Officer for Lumiar Education, and earned her PhD from the MIT Media Lab. [RE]LEARN Session: Designing Learning Futures: Helping Schools Catalyze Deep Change to Support Modern Learners, Monday, November 9 • 21:30 - 21:45 (CEST) Jean (Barack) Habumugisha is passionate about innovative learning. He is member of the Learnlife Alliance and previously spoke at the Thought Leaders Summit in Barcelona. Barack is currently pioneering the creation of Learnlife's Kigali hub, the first of its kind in Africa. [RE]LEARN Session: The impact of COVID-19 on developing countries' education sector; case of Rwanda, Tuesday, November 10 • 15:45 - 16:15 (CEST) Rahmatullah Arman leads Teach For Afghanistan, Afghanistan's largest youth led organization, as its President and Founder. Arman was selected as an inaugural member of the Malala Fund's Gulmakai Network of champions for girls' education. [RE]LEARN Session: Providing Equal, Quality and Safe education in a state of emergency, Thursday, November 12 • 17:30 - 18:15 (CEST) Gahmya Drummond-Bey is a TED-speaker, global instructional designer, author, educator and CEO of Evolved Teacher. She has redesigned learning programs in more than 30 countries and taught through 2 pandemics. [RE]LEARN Session: This is my 3rd pandemic: Let's Redesign your Remote Learning approach together, Thursday, November 12 • 08:15 - 09:00 (CEST)

There’s an urban legend that Winston Churchill, near the end of World War II, once said “never let a good crisis go to waste.” President Obama’s chief of staff, Rahman Emanuel, certainly said similar words in 2009 after the Global Financial Crisis. Is the crisis in education today caused by the coronavirus an opportunity to make lasting and positive change? How can we be sure not to waste this moment by returning to normal? Yong Zhao joins me to talk about educational change in the time of COVID-19. He argues that we must change the “yes, but” attitude to a “yes, and” collaborative approach. We must be innovative and work together to redesign education systems into something new. He’s hoping to see more self-directed learning emerge out of this crisis as well as a shift towards the humanities and philosophy. Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. His newest book is entitled Teaching Students to Become Self-Determined Learners (ASCD, 2020). https://www.freshedpodcast.com/yongzhao-2/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: http://www.freshedpodcast.com/support/

The Game Changers podcast celebrates those true pioneers in education who are building schools for tomorrow. From his early life in a village school in Shenzhen to his current roles as Foundation Distinguished Professor in the School of Education at the University of Kansas and Professor of Educational Leadership at the Melbourne Graduate School of Education, Yong Zhao has been a global voice for thinking and acting differently in education. In our third episode, Yong Zhao discusses the humanity of schooling and the pursuit of a whole education with hosts Associate Professor of Education and Enterprise Philip Cummins and prominent educational Thought Leader Adriano Di Prato. You can contact Yong Zhao at Yong Zhao at yongzhao.uo@gmail.com and you can learn more about him here: http://zhaolearning.com/ The Game Changers podcast is produced by Orbital Productions and supported by CIRCLE – The Centre for Innovation, Research, Creativity and Leadership in Education: www.circle.education. The podcast is hosted on SoundCloud and distributed through Spotify, Google Play, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Philip SA Cummins and Adriano Di Prato via LinkedIn. Adriano loves his insta and tweets a lot; Phil posts videos to YouTube.

In this podcast, we are joined by Dr. Yong Zhao, the Foundation Distinguished Professor in the School of Education. Dr. Zhao and I talk about building a movement that ends standardized testing in the United States and how to build classrooms that invoke a student's innate desire to learn. Perhaps the grueling, “rigorous” standardized testing system is actually harming students, not helping? Most teachers seem to understand this, and a recent analysis by Harvard University seems to confirm it.Dr. Zhao has written and spoken extensively on how testing and test scores harm students. And he’s done the research and work to back up everything he states. It’s up to teachers - those in the field - to actually make change in this endeavor. There’s a lot we’re up against! It makes all the difference.GUESTSDr. Yong Zhao, the Foundation Distinguished Professor in the School of Education at the University of Kansas. Zhao was the Presidential Chair and Director of the Institute for Global and Online Education at University of Oregon, and a University Distinguished Professor at Michigan State University. Further, he's served as the founding director of the Confucius Institute and US-China Center for Research on Educational Excellence.RESOURCESWhat Works May Hurt by ZhaoReach for Greatness by ZhaoCounting What Counts by ZhaoThe Courage to Be Creative: An Interview with Dr. Yong ZhaoHRP’s Primer for Human-Centric (Progressive) EducationFURTHER LISTENINGFreshEd #79: What Works (May) Hurt w/ Dr. Yong ZhaoReImagine Schools: Global Competence with Dr. Yong Zhao See acast.com/privacy for privacy and opt-out information.

Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas, as well as the author of numerous books and scholarly articles in the field of education. Ken and Jill talk with him about overcoming obstacles and innovating in the world of learning and school.

Interview Notes, Resources, & LinksGet the book, Reach for Greatness: Personalizable Education for All ChildrenVisit Dr. Zhao's websiteFollow Dr. Zhao on twitter @YongZhaoEdAbout Dr. Yong ZhaoDr. Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. He is also a professorial fellow at the Mitchell Institute for Health and Education Policy, Victoria University in Australia as well as a Global Chair at the University of Bath, UK. He previously served as the Presidential Chair and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to his work at the University of Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. His works focus on the implications of globalization and technology on education. He has published over 100 articles and 30 books.

Have you ever thought about how polarized some debates in education are? Think about it. Whole language versus phonics. Direct versus indirect instruction. Public versus private schools. My guest today, Professor Yong Zhao, says that these polarized debates result, in part, from research studies that only look at effects – or side effects – of educational interventions. Rarely do studies acknowledge what works and what doesn’t. Yong Zhao, a Foundation Distinguished Professor in the School of Education at the University of Kansas, argues that educational research should learn from medical science.

Visit: http://www.hackedleadership for more posts! SUNDAY SPARK: THE POWER OF A QUESTION What impact would it have on students if they stopped doing homework? What is the value of homework? Those are big, hairy, audacious, and possibly frightening questions but questions that teachers of Biz Stone were forced to answer. Biz Stone, one of four Twitter co-founders, found himself running straight from school to lacrosse practice, then work for a couple of hours, forcing him to start his homework at 8 PM. He continued working on his homework until 4 AM in the morning. The cycle continued until one day; he decided that the cycle wasn’t working for him. He realized that he wanted to implement a “No Homework Policy.” Excerpt from Things a Little Bird Told me: Confessions of a Creative Mind: My plan was simple. I would work as hard as possible to pay attention and be completely focused in each class, but I would not bring my books home, and I would not do any of the homework assigned to me. If the homework was intended to reinforce what was taught in class, I would be fine—because I would make sure to absorb it all during the school day. Most of his teachers told him his final grade might suffer, but he was ok with the consequence. Ultimately, in the end, his grades didn’t suffer. He listened attentively in class and in the end, received a scholarship. How would you react to the questions above? It is ok to be uncomfortable. Good questions can bring discomfort but lead to self-discovery and innovation. How I found inspiration from a single question In December of 2016, my superintendent, curriculum director, and I listened to Yong Zhao speak on the topics of Education Creative and Entrepreneurial Students. His latest work is a three-part book series, The Take-Action Guide to World Class Learners, and he’s a Foundation Distinguished Professor at the University of Kansas. Yong, one of the best speakers I’ve ever heard, provided rich content flawlessly delivered while we listened attentively. He talked to us about the importance of students solving real-world problems, creating a school within a school, focusing on student’s strengths and ultimately retooling the American educational system. After he finished, we headed to lunch. While at lunch the superintendent looked at us and said, “How can we accomplish this in our district?” I heard the question, and the gears in my head went into overdrive brainstorming possible ways our district accomplish this task. This broad, audacious question pushed me to think deeply and critically. There was an element of, I want my superintendent to be impressed and an element of, this is a big hairy problem, and I want to help solve it. From that single question, I built the Sustainable Innovation Framework. First, I built a quick Google Drawing (below left) to receive feedback from my professional success champions. Then, I refined it and created the final product, shown on the right.: Most importantly, that single question inspired me. It inspired me to create and ultimately, begin writing. The ideas swirled in my head so quickly, writing them down yielded the only release. The words continued to flow, and months later, I persist in my quest for innovation and the education retooling. What questions can you ask to change your life and the life of your students? As you think of compelling questions: Be bold. Stretch yourself. Inspire others. Make the world a better place!     Source:  “The no-homework policy (excerpt from Twitter founder Biz Stone’s book).” 3 Apr. 2014, http://venturebeat.com/2014/04/03/the-no-homework-policy-excerpt-from-twitter-founder-biz-stones-book/. Accessed 1 Apr. 2017.