Podcasts about Interactive Learning

In this episode of Why Distance Learning, your hosts talk with Kristen DeBruler — Assistant Director of the Michigan Virtual Learning Research Institute — about what makes online learning work for K-12 students, and what quietly undermines it. Drawing on survey data from over a thousand virtual teachers and fresh findings on student and teacher AI perceptions, her work reveals where the conventional promises of online learning diverge from what the data actually shows. The episode centers on a tension that practitioners rarely name directly: the flexibility that makes online learning valuable for some students can work against those who are still developing the self-regulation skills to use it well.Together, the hosts and Kristen explore how a researcher inside a state virtual learning organization sets and pursues a research agenda — including the unusual advantage of having direct access to student data. They examine common failure modes in classroom-level research, particularly how vague research questions leave teachers vulnerable to the biases they're trying to surface. Kristen walks through her team's findings on the gap between how students and teachers define acceptable AI use, and why that ambiguity is already showing up in the classroom. The conversation turns to teacher feedback as the connective tissue of asynchronous online learning — and what the data shows about what makes it work and what makes it hollow. And Kristen makes a pointed case about applying adult learning research to K-12 populations: the data doesn't transfer as cleanly as the field sometimes assumes, and the consequences land on students who are still building the executive functioning skills that adult learners already have. Her pacing research is illustrative: students who cross unit boundaries — not just move around within one — end up with final grades 9.5 points lower on average, a gap large enough that teachers should treat it as a warning signal, not background noise.Key topics:Researcher role inside a state virtual learning organizationSetting a research agenda: legislative directives vs. internal needsAvoiding bias in classroom-level researchThe AI acceptable-use gap between students and teachersTeacher feedback as the primary relationship-building mechanism in async coursesWhat makes feedback substantive (personal, formative, actionable) vs. hollowAI-generated feedback and trust erosion in online learningStudent pacing deviation and its effect on learning outcomesExecutive functioning support for K-12 online learnersCautions in applying adult learning research to adolescentsLinks & ResourcesMichigan Virtual: https://michiganvirtual.orgMichigan Virtual Digital Backpack (blog): https://michiganvirtual.org/blog/Michigan Virtual research publications: https://michiganvirtual.org/research/publications/Cuccolo, K. & DeBruler, K. (2024). A Look Back At 3 Years of Michigan Virtual Research. Michigan Virtual. — Source of the AI policy gap data (30%/80%) and AI facilitator vs. task-completion findings. https://michiganvirtual.org/research/publications/a-look-back-at-3-years-of-michigan-virtual-research/Cuccolo, K. & DeBruler, K. (2024). Out of Order, Out of Reach: Navigating Assignment Sequences for STEM Success. Michigan Virtual. — Source of the 9.5-point pacing deviation finding. https://michiganvirtual.org/research/publications/out-of-order-out-of-reach-navigating-assignment-sequences-for-stem-success/DeBruler, K. & Harrington, C. (2024). Key Strategies for Supporting Disengaged and Struggling Students in Virtual Learning Environments. Michigan Virtual. https://michiganvirtual.org/research/publications/key-strategies-for-supporting-disengaged-and-struggling-students-in-virtual-learning-environments/Harrington, C. & DeBruler, K. (2021). Key Strategies for Engaging Students in Virtual Learning Environments. Michigan Virtual. https://michiganvirtual.org/research/publications/key-strategies-for-engaging-students-in-virtual-learning-environments/Michigan Virtual report on student and teacher AI perceptions (2026): [LINK — get from guest; published ~2 weeks before recording]Jared Borup's ACE for Community Framework: https://edtechbooks.org/encyclopedia/academic_communities_of_engagement_ace_framework Virtual Learning Leadership Alliance (VLLA): https://virtuallearningalliance.org/Karle Delo, Michigan Virtual (AI policy): https://michiganvirtual.org (search staff directory)Why Distance Learning Michigan Virtual Episodes: See list for episodes with Dr. Tovah Sheldon and two with MV alum Chris Harrington. https://www.cilc.org/News-(1)/Why-Distance-Learning-Podcast.aspxMake It Mindful Michigan Virtual Episodes: See list from Seth's other podcast for episodes with Karle Delo and two with Aaron Baughman. https://mim.bepodcast.network/episodesGuest Bio: Kristen DeBrulerKristen DeBruler is the Assistant Director of the Michigan Virtual Learning Research Institute, where she has spent more than 14 years studying K-12 online learning — including student pacing, teacher communication, mentor support, special populations, and AI use in virtual environments. Her research is oriented toward practitioners: she publishes findings in formats designed for teachers, administrators, and program leaders to act on, not just cite. She holds a PhD in Educational Psychology and Educational Technology from Michigan State University.About the HostsSeth 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.

What can small language models teach us that the largest AI models cannot? Kelly and Julian are joined by Microsoft Cloud Advocate Gwyneth Peña-Sigüenza to explore why working with small language models (SLMs) may be one of the best ways to understand AI. Rather than relying on increasingly capable models that hide complexity, Gwyneth argues that constraints build stronger fundamentals. From prompt engineering and context management to deployment and security, SLMs force learners to think more carefully about how AI actually works. The conversation extends beyond AI models into learning itself. Gwyneth shares her self-taught journey from growing up on a remote farm in Ecuador with limited internet access to becoming a Microsoft Cloud Advocate and creator of the Learn to Cloud platform. Along the way, the group discusses productive struggle, mentorship, cloud engineering, Python, security, and what educators should prioritize as AI becomes part of every student's learning experience. The episode closes with a thoughtful discussion about AI dependency, judgment, and whether we would actually flip the switch and turn AI off if given the choice. Show Notes Wins of the Week Gwyneth celebrates the New York Knicks reaching the NBA Finals after more than 50 years. Julian shares that he has accepted a new role as a Fractional CTO. Kelly reflects on taking her first real vacation in over a year—and how stepping away from work sparked unexpected ideas. Small Language Models Why SLMs are valuable teaching tools Learning prompt engineering through constraints Running models locally on everyday hardware When local AI makes sense for classrooms Understanding tokens, context windows, and model limitations Why bigger models can sometimes hide important lessons Learning Through Constraints Learning to drive in an old manual pickup truck as a metaphor for learning AI fundamentals Why difficult learning experiences often create lasting understanding Building strong habits before relying on more capable tools Consistency versus constantly chasing the newest resource Self-Taught Learning Growing up without reliable internet in rural Ecuador Downloading YouTube playlists to learn programming offline Developing discipline through limited access The value of repetition and focused practice Why mentorship accelerates learning Python Journey Transitioning from cloud engineering to Python advocacy Learning Python beyond scripting Discovering what "Pythonic" really means Wrestling with list comprehensions and other advanced syntax Favorite learning resources: Fluent Python Effective Python Learn to Cloud Building an open-source cloud engineering curriculum Hands-on labs and automated verification AI-assisted assessment Supporting self-taught learners around the world Creating accessible technical education Cloud, AI, and Security Deploying AI applications to the cloud Containers, virtual machines, and serverless deployments Why operations and security deserve more classroom attention Introducing secure development practices early The importance of authentication, secrets management, and responsible deployment Teaching in the AI Era Helping students understand how AI works instead of simply using it Why productive struggle still matters The changing role of educators Balancing AI assistance with independent thinking Preparing students for a future where AI is always available Final Thoughts AI dependency versus capability Judgment as the skill that matters most Human connection in an AI-driven world Would we actually turn AI off? Finding balance between technological progress and intentional learning

In this episode, Python Developer Advocate and author Will Vincent joins the hosts to discuss the lasting appeal of Django, changes in how people learn web development, and the ways AI is reshaping software engineering. While modern AI tools can generate working code in seconds, Django's opinionated design and emphasis on maintainability help developers avoid many of the security and architectural problems that often emerge as projects grow. Drawing on his background as an educator, author, and Developer Advocate at JetBrains, Will shares his perspective on the challenges facing today's developers and computer science students. The conversation touches on "vibe coding," the misconception that a successful prototype automatically translates into a production-ready application, and the increasing burden AI-generated content is placing on open-source maintainers. Will also discusses the rise of specialized AI models, the importance of human trust in technical communities, and why foundational software engineering skills remain valuable despite rapid advances in AI tooling. Key Topics Covered Why Django Still Matters A look at why Django continues to be a strong choice for building production applications, even if it doesn't receive the same level of attention as newer frameworks. The Reality Behind "Vibe Coding" Exploring the gap between generating code with AI and understanding the systems, tradeoffs, and architecture required to build reliable software. Learning to Program as an Adult Will reflects on his path from book editing and startup leadership to becoming a self-taught programmer, educator, and author. AI and Programming Education A discussion about how AI changes the learning process, why fundamentals still matter, and how concepts like music theory can help explain the value of understanding code beneath the surface. The Growing Burden on Open Source How maintainers are dealing with an influx of low-quality AI-generated issues, pull requests, and content, and what that means for community-driven projects. Local and Specialized AI Models Why privacy concerns, lower inference costs, and better hardware may drive adoption of smaller, task-focused models rather than ever-larger general systems. Developer Concerns in the AI Era How engineers are responding to growing pressure from leadership teams eager to adopt AI, and what trends JetBrains is seeing across the developer ecosystem. Resources Mentioned LearnDjango, Will Vincent's platform for learning Django and web development. Hello World 5 Different Ways, a Django tutorial that introduces key concepts through practical examples. Django Chat, the podcast Will co-hosts covering the Django ecosystem and web development. Django News, a weekly newsletter highlighting updates from the Django community. JetBrains, the software development company behind tools such as PyCharm and IntelliJ IDEA.Special Guest: Will Vincent.

In this episode of Why Distance Learning, your hosts continue their conversation with Jered Borup — professor at George Mason University and one of the most-cited researchers in K-12 online learning — about what AI in education is actually doing to relationships, what social presence requires when "build a video lecture" can be done by a chatbot, and why teacher burnout is the real bottleneck the field doesn't want to talk about. Borup connects his earliest 2012 work on asynchronous video to his 2025 Open Praxis research on combining AI-generated text with human-created video, and argues that AI used to offload feedback erodes the very thing online learners need: the felt sense that the teacher is real and knows them.Together, the hosts and Jered explore the conflation of social media, video games, and ed tech in the parental imagination after the pandemic; how to use AI without replacing the relational core of teaching; why one-on-one asynchronous video may build social presence more reliably than synchronous Zoom classes; the DLAC Phase 2 research agenda Borup co-authored with Michael Barbour and Kristen DeBruler; the mental-health gap between teachers and other professionals with comparable education; and Borup's one-line answer to the show's title question — that personalization and Universal Design for Learning are easier to do online than off.This is Part 2 of a two-part conversation. Listen to Part 1 for the foundational ACE framework, the on-site mentor model, and the parent question.Key Topics"Emergency remote learning" vs. real online learning — what parents are still confusingSocial presence — old research, new tools (asynchronous video, AI-plus-human-video)The risk of offloading teacher feedback to AIAsynchronous one-on-one video as a relationship lever (vs. one-to-many Zoom)DLAC Research Agenda Phase 2 — what's keeping researchers up at nightTeacher mental health and the AI strain on top of pandemic strainAuthentic assessment and "we're too in love with the five-paragraph essay"Empathy as the core design move"Why distance learning?" — empowerment, personalization, UDLLinks & ResourcesJered Borup's site: https://sites.google.com/site/jeredborup/ACE Framework on EdTech Books: https://edtechbooks.org/encyclopedia/academic_communities_of_engagement_ace_frameworkA Framework for Establishing Social Presence Through the Combination of AI-generated Text with Human-created Video (Open Praxis, 2025): https://openpraxis.org/articles/10.55982/openpraxis.17.1.769Harnessing the Power of Generative AI to Support ALL Learners (Borup, Evmenova & Shin, 2024): https://www.researchgate.net/publication/380570253_Harnessing_the_Power_of_Generative_AI_to_Support_ALL_LearnersDLAC Research Agenda Phase Two (Borup, Barbour & DeBruler, Sept 2025): https://www.deelac.com/wp-content/uploads/2025/10/DLAC-Research-Agenda-Phase-2-Final-1052025.pdfBreaking Through the Screen: Practical Tips for Engaging Learners in the Online and Blended Classroom (Borup & Joan Kang Shin, National Geographic Learning): https://www.amazon.com/Breaking-Through-Screen-Practical-classroom/dp/0357541855K-12 Blended Teaching open-source book series: https://edtechbooks.org/k12blended_seriesJered's Google Scholar: https://scholar.google.com/citations?user=PGs7TacAAAAJ&hl=enPart 1 of this conversation: [LINK — add when published]Guest Bio: Jered BorupJered Borup is a professor in the Division of Learning Technologies at George Mason University and co-coordinator of the Learning Technologies in Schools graduate program. His research, grounded in six years of junior-high history teaching, focuses on K-12 online and blended learning: the support communities that surround a learner, the parental role in online education, and how generative AI can extend personalized support to historically underserved students. He earned his Ph.D. in Instructional Psychology and Technology from Brigham Young University and has been recognized as one of the top 2% most-cited researchers in his field.About the HostsSeth 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/Allyson Mitchell works 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.

Kelly talks with Philip Guo, creator of Python Tutor, about how the tool helps students trace code and understand programming basics. They also discuss the challenges AI-generated code creates in the classroom and possible ways to support student learning. *Wins of the Week * Philip: Hiring a second undergraduate student for Python Tutor, including one focused on user experience research with K-12 teachers Kelly: Finishing a year of in-person teacher trainings and reflecting on how far the teachers have come *AI, Coding, and Classroom Understanding * Much of the conversation focuses on how AI-generated code affects student learning. Kelly describes using AI code with eighth graders and how difficult it can be for them to understand functions, parameters, returns, and other fundamentals when the code is generated all at once. Philip suggests that tools like Python Tutor may be useful for helping students trace code and understand what is happening behind the scenes. Python Tutor and Possible AI Features Philip explains that Python Tutor currently visualizes execution and has an AI chat feature that can answer questions about code and errors. They discuss possible future features, including simplified AI-generated examples, alternative execution views that show only the lines actually run, and more guided inline help tied to specific code or variables. Oral Explanations and Assessment Kelly describes using a Socratic-style code review with students, where they discuss code aloud in groups. They also talk about using spoken explanations or short oral assessments to check whether students can really explain what code is doing, rather than just copying or prompting AI-generated answers. Broader Research and “Beyond the Desk” Philip briefly discusses a new research direction with a PhD student focused on AI support for work beyond the desk, including physical and embodied tasks in science labs and fieldwork. He says this differs from desk-based AI work and involves activities that are harder for current AI systems to support. **Chapters **0:25 Python Tutor and AI Learning 1:55 Hiring Help for Python Tutor 4:07 Classroom Wins and AI Reflections 6:11 Teaching Code Through Python Tutor 9:03 AI Code and Student Confusion 14:11 Simplifying Execution Traces 17:19 Functions Are the Hard Part 20:25 Keeping Fundamentals in AI Era 24:25 Socratic Seminars for Code 26:27 Voice-Based Code Thinking 29:27 Learning Beyond Lockdown 36:10 Prompting as a New Skill 36:25 Hardware Troubles and NeoPixels 40:15 Beyond the Code Editor 45:01 New Research on Embodied AI 49:12 PyCon and Community Plans 50:42 Teacher Call to ActionSpecial Guest: Philip Guo.

In this episode of Why Distance Learning, your hosts talk with Jered Borup — professor at George Mason University, co-creator of the Academic Communities of Engagement framework, and one of the most-cited researchers in K-12 online learning — about why student engagement isn't a property of the student or a skill the teacher unlocks, and why most online programs are leaving the work undone. Borup's framework distinguishes the course community (teachers, designers, mentors) from the personal community (parents, family, on-site adults) and argues engagement is what those two produce together. The assumption on the table: that "more parental involvement" is what fixes online learning — when in fact, untrained involvement, his research shows, can hurt about as often as it helps.Together, the hosts and Jered explore the ACE framework's two communities, the on-site mentor model from Mountain Heights Academy and Michigan's mentor mandate, what it actually takes to teach a student how to learn online, the equity gap in who gets meaningful support, and where parents fit (and don't). Along the way: the Michigan administrator who tapped someone on the shoulder and said "you're now Sally's mentor," the parent with only a high-school diploma who turned out to be one of the 12 most successful mentors in the study, and the parent who confessed to Jered that she does her kid's online discussion-board posts because they're "busy work."This is Part 1 of a two-part conversation.Key TopicsThe Academic Communities of Engagement (ACE) frameworkCourse community vs. personal communityOn-site mentors as the missing link in K-12 online learningMichigan's mentor mandate — and why fidelity varies by schoolWhy "improved" parental engagement matters more than "more"Designing parent support: a trickle of just-in-time tips, not a classThe equity gap in self-regulation and "how to learn online"Links & ResourcesJered Borup's site: https://sites.google.com/site/jeredborup/ACE Framework on EdTech Books: https://edtechbooks.org/encyclopedia/academic_communities_of_engagement_ace_frameworkAcademic Communities of Engagement (Borup, Graham et al., ETR&D, 2020): https://link.springer.com/article/10.1007/s11423-020-09744-xBehind the Screen: Exploring Parental Roles in K-12 Online Education (Sandberg & Borup, Journal of Research on Technology in Education, 2025): https://www.tandfonline.com/doi/full/10.1080/15391523.2024.2447729Parental Support Challenges for K-12 Student Online Engagement (Sandberg, Borup et al., Distance Education, 2024): https://www.tandfonline.com/doi/full/10.1080/01587919.2024.2397481Michigan Virtual — Why Mentors Matter: A Conversation with Jered Borup: https://michiganvirtual.org/blog/why-mentors-matter-a-conversation-with-jered-borup/K–12 Blended Teaching (open-source book series): https://edtechbooks.org/k12blended_seriesBobbi Sandberg episode (Why Distance Learning): [LINK — add when published]Guest Bio: Jered BorupJered Borup is a professor in the Division of Learning Technologies at George Mason University and co-coordinator of the Learning Technologies in Schools graduate program. His research, grounded in six years of junior-high history teaching, focuses on K-12 online and blended learning: the support communities that surround a learner, the parental role in online education, and how generative AI can extend personalized support to historically underserved students. He earned his Ph.D. in Instructional Psychology and Technology from Brigham Young University and has been recognized as one of the top 2% most-cited researchers in his field.About the HostsSeth 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/Allyson Mitchell works 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 Teaching Python, Kelly Schuster-Paredes and Julian Sequeira are joined by engineer and maker Todd Kurt to discuss what happens when code leaves the screen and starts interacting with the physical world. The conversation centers on CircuitPython, MicroPython, and physical computing, with a focus on how these tools are used in classrooms and maker projects. Todd explains his background in engineering, web development, and open source hardware, including his work on LED devices and his recent focus on CircuitPython. He describes the differences between CircuitPython and MicroPython, emphasizing that CircuitPython is designed to feel closer to desktop Python and to support teaching, while MicroPython makes more efficiency-focused tradeoffs. The discussion also covers the practical challenges of hardware-based learning. Todd and the hosts talk about bootloaders, UF2 files, board compatibility, library management, and common mistakes such as using the wrong cable, the wrong board file, or wiring power and ground incorrectly. They note that these issues can make hardware feel frustrating, especially for beginners and teachers preparing classroom kits. Kelly and Julian share their classroom experiences, including using preloaded boards, NeoPixels, sensors, and simple student-designed projects. They discuss how hardware can support troubleshooting skills, file-system awareness, and persistence, and why students often engage more when they are building something tangible, such as a sensor-based wearable or a small robot. The episode also includes Todd's stories about early embedded work, including a costly lab mistake, and his involvement in hardware that contributed to space missions. He closes by describing a compact synthesizer project built around a Raspberry Pi Pico and by noting that he shares work through his website and online accounts.Special Guest: Tod Kurt.

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.

Episode Overview In this episode of The EdTech Podcast, we bring together three educators who have moved beyond using AI—to actively creating with it. From building bespoke tools and secure large language models to designing simple, classroom-ready solutions, this conversation explores what it means to be an educator–creator in an AI-driven world. Chris Loveday shares how his college has developed over 20 AI-powered agents to support both operational efficiency and student experience, including a fully safeguarded internal large language model designed with education-specific guardrails. His work highlights critical themes of digital equity, safeguarding, and the importance of keeping humans firmly in the loop. Aaron Patching brings a practical, classroom-level perspective—demonstrating how teachers can use tools like Canva and low-code platforms to solve everyday challenges. From interactive recall quizzes to real-time navigation tools for parents' evenings, he shows how small, purposeful innovations can have a big impact on workload and engagement. Dan Comber explores how AI can transform static school resources into dynamic, interactive experiences. From chatbot-powered policy access to rethinking how students and parents engage with key information, his work focuses on accessibility, communication, and embedding AI into school culture—not just as a tool, but as part of how systems operate. Across the conversation, a shared message emerges: successful AI integration in education is not about the technology itself, but about solving real problems, building staff confidence, and maintaining a strong ethical and human-centred approach. The episode also tackles key challenges, including staff training, sustainability, data privacy, and the need for clear governance. Whether you're just starting out or already experimenting, this episode offers practical insights, honest reflections, and a powerful reminder—AI in education isn't something happening to us, it's something we can actively shape. Chris Loveday: linkedin.com/in/chris-loveday-5b712622b/  Aaron Patching: https://www.linkedin.com/in/aaron-patching/ Dan Comber: https://www.linkedin.com/in/dan-comber-teacher/  Chapters 00:00 Introduction to AI in Education 02:50 Creating Bespoke AI Solutions 05:48 Student-Centric AI Tools 08:46 Empowering Educators with AI 11:24 Innovative Approaches to Teaching 14:20 Bridging the Gap with AI 14:49 Overcoming Resistance to AI 16:54 Interactive Learning with AI 20:03 The Future of AI in Education 25:51 Building Effective Data Systems in Education 27:02 Exploring AI's Role in Education 29:26 Engaging Staff with AI Technology 31:49 Implementing AI in the Classroom 33:13 Educating Students on AI Literacy 35:31 The Importance of Continuous Training 37:46 Practical Tools for Teachers 41:42 Sustainability and AI in Education 45:36 Advice for Educators Embracing AI 52:22 NEWCHAPTER   Resources   AI and Education Steering Panel - https://aieducation.org Canva - https://www.canva.com Claude AI - https://www.anthropic.com ChatGPT - https://chat.openai.com Google AI Tools - https://ai.google/

Computer scientist Keith Winstein is an expert in how computers communicate. Computer networks create what he calls shared fictions – abstract realities, like a website or a Zoom call, that exist only because the computers on either end agree to act as if they are real. Unfortunately, today's networks lack a shared notion of a “computation,” which hurts market efficiency in cloud computing and frustrates efforts to hold tech companies accountable for the results of their algorithms. As computational power becomes concentrated in a smaller number of companies, Winstein advocates for a shared language of “computational truths,” defining computations precisely so results are reproducible and auditable. His research group hopes this will lead to greater transparency and accountability in the cloud and, ultimately, to greater confidence in the computations that companies do every day on our behalf. The truth matters, Winstein tells host Russ Altman on this episode of Stanford Engineering's The Future of Everything podcast. Have a question for Russ? Send it our way in writing or via voice memo, and it might be featured on an upcoming episode. Please introduce yourself, let us know where you're listening from, and share your question. You can send questions to thefutureofeverything@stanford.edu. Episode Reference Links: Stanford Profile: Keith Winstein Connect With Us: Episode Transcripts >>> The Future of Everything Website Connect with Russ >>> Threads / Bluesky / Mastodon Connect with School of Engineering >>> Twitter/X / Instagram / LinkedIn / Facebook Chapters: (00:00:00) Introduction Russ Altman introduces guest Keith Winstein, a professor of computer science and electrical engineering at Stanford University (00:02:56) Why Choose Networking The appeal of the shared digital “fictions” created by connected computers. (00:04:22) The Internet's Impact The broader societal implications of networking technologies. (00:05:35) Computational Truth The concept of tracking how data is produced and verified. (00:09:18) Misaligned Cloud Computing How “pay for effort” models create inefficiencies in cloud systems. (00:13:51) Determining Computational Truth The need for verifiable computation that produces consistent results. (00:18:19) Computations & Accountability How identifying computations could improve trust in systems. (00:20:56) Collaborating Online Why latency challenges make online performance collaboration difficult. (00:24:38) Real-Time Performance Systems Creating a custom system for musicians to perform together online. (00:28:00) Latency vs. Bandwidth Why faster internet speeds don't necessarily reduce delay. (00:30:43) Eliminating Latency How buffering layers in software create unnecessary delay. (00:32:41) Balancing Audio Quality & Delay The different trade-offs for musicians, actors, and audiences. (00:34:20) Rethinking Computer Science Education The need to bring playfulness and interactivity back into learning. (00:35:46) The Xylophone-Based Class Teaching computation through real-time sound and music. (00:38:34) Future In a Minute Rapid-fire Q&A: optimism, truth in computing, and innovation. (00:41:01) Conclusion Connect With Us:Episode Transcripts >>> The Future of Everything WebsiteConnect with Russ >>> Threads / Bluesky / MastodonConnect with School of Engineering >>>Twitter/X / Instagram / LinkedIn / Facebook Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

In this episode, Sean, Kelly, and Julian tackle a provocative question: is the traditional "Hello, World" first program dead? What was once a thrilling moment of agency — telling a computer to do something and watching it respond — now competes with AI assistants, voice interfaces, and tools that can build entire applications from a single prompt. The conversation dives into the different types of learners Kelly encounters in her classroom: the students who want AI to do everything, the ones who light up when they catch AI writing unused functions, and the old-school coders who just want to write it themselves. Sean shares how he turned a massive org design challenge at work into a Python project with a SQLite database, proving that the best way to learn is still to find a real problem and solve it with code. Kelly describes her fourth-quarter experiment to create a new "Hello, World" moment for her 8th graders using school-approved AI tools, while Julian raises the important question of whether the real challenge is just showing people that code can solve their problems in the first place. The trio also explores whether AI can strip away the administrative clutter in teaching to let educators focus on what matters: engagement, personalization, and good pedagogy. The episode wraps with two pieces of news: the PyCon US Education Summit is confirmed for Thursday, May 14th, and Julian Sequeira is officially joining the show as a regular co-host — complete with a live, slightly fumbled first sign-off. Key Topics Why "Hello, World" no longer delivers the same dopamine hit for new learners The three types of student responses to AI-assisted coding Using AI to write deterministic code vs. using generative AI for repetitive tasks Sean's Python + SQLite org design tool as a real-world "solve a problem with code" example Kelly's classroom experiments with AI-generated Python apps for 8th graders EarSketch and making music with Python as a reliable engagement tool Whether AI can remove administrative clutter and let teachers focus on pedagogy The concept of "desirable difficulty" in learning Bridging the knowledge gap: helping non-coders see code as a problem-solving option PyCon US Education Summit — May 14, 2026 Julian Sequeira joining as a regular co-host Wins of the Week Kelly: Bringing two Pine Crest colleagues to PyCon US this year — Chris and Kayla, an aspiring data scientist who is excited to dive into Python and attend the Education Summit. Julian: His 10-year-old son scored his first basketball basket after multiple seasons of showing up, practicing, and persisting — a nothing-but-net shot that had the entire gym erupting. Sean: Used Claude to create a comprehensive, interactive study guide from his daughter's 11-page science PDF on water quality — complete with clickable concept maps, pH level visualizations, and chain-of-events diagrams that made 7th-grade science genuinely engaging. Announcements PyCon US Education Summit — Thursday, May 14, 2026 in Pittsburgh. Kelly is chairing the summit with 150–200 seats available. Proposals are open and encouraged. Julian Sequeira joins Teaching Python — After almost 8 years as a duo, Sean and Kelly have invited Julian to be a regular co-host, bringing fresh perspective, energy, and an Australian accent to the show. Resources & Links Teaching Python — Podcast website PyBites — Julian Sequeira's Python coaching platform EarSketch — Making music with Python (Georgia Tech) PyCon US 2026 — May 14–22, 2026 in Pittsburgh, PA Claude Code — AI coding assistant mentioned by Kelly

Send us Fan MailJoin hosts Alex Sarlin and Ben Kornell as they explore the latest developments in education technology, from OpenAI's push into interactive learning to new research on AI efficacy, growing AI backlash, and rising cybersecurity threats in K–12 schools.✨ Episode Highlights:[00:05:30] OpenAI launches a new suite of 70+ interactive science and math learning experiences built on cognitive science and visual learning principles [00:12:22] Stanford and SCALE release a meta-analysis of 800+ AI education studies finding only 20 with strong causal evidence of learning impact [00:19:44] Growing backlash against AI, screen time, and edtech as public concern rises about technology's impact on children and learning [00:21:10] Clever report finds more than half of school districts have experienced cyberattacks and 81% believe AI is increasing cybersecurity riskPlus, special guest:[00:29:19] Oliver Page, Co-founder and CEO of CyberNut, on why K–12 schools are uniquely vulnerable to phishing attacks and cyber threats

While virtual learning has become more prevalent since 2020, the founders of Banyan Global Learning have been offering digital learning experiences for over 20 years.Some people are excited about the possibilities technology offers. Others are backpedaling or worrying that tech does more harm than good. Like most things, the truth lies somewhere in the middle. The outcomes depend on how experiences (both virtual and in-person) are designed and how learners are asked to engage. Passive consumption rarely leads to meaningful learning, but well-structured virtual experiences can support problem solving, perspective-taking, and authentic connection across contexts. Not as a replacement to in-person experiences, but as an additional option to provide opportunities that wouldn't otherwise be possible. That's why I invited Seth Fleischauer to De Facto Leaders to talk about how to use virtual field trips to connect with peers and learn about cultures and experiences worldwide.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 over 100 podcast episodes, including Make It Mindful and Why Distance Learning?In this episode, I mentioned Language Therapy Advance Foundations, my program that gives speech pathologists a framework for building language skills needed to thrive in school, social situations, and daily life. You can learn more about the program here: https://drkarenspeech.com/languagetherapyYou can learn more about Seth's company, Banyan Global Learning at: https://banyangloballearning.com/Listen to my previous interview with Seth on De Facto Leaders here: Ep 193: Using Distance Learning to Increase Access and Opportunity (with Seth Fleischauer) here: https://drkarendudekbrannan.com/ep-193-using-distance-learning-to-increase-access-and-opportunity-with-seth-fleischauer/Banyan Global Learning's Global Learning Live kicks off in spring 2026.  Global Learning Live is led by Banyan teachers and blends live virtual field trips, collaboration, and reflection into an experiential journey for global competence. Students connect with real people and explore real places while building confidence through authentic global connection. Learn more about the Global Learning Live Spring ‘26 Pilot here: https://banyangloballearning.com/global-learning-live/Learn more about Banyan Global's live virtual field trips here: https://banyangloballearning.com/live-virtual-field-trips-2/Listen to the Make it Mindful Podcast at: https://feeds.transistor.fm/make-it-mindful-an-education-podcastListen to Make it Mindful Podcast Interview about Executive Functioning here: https://makeitmindful.transistor.fm/episodes/rewind-50-executive-functioning-with-dr-karen-dudek-brannanListen 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/ 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

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

Show Notes/Brief Summary/Blog Post:In this episode of the We Have Hope podcast, Kim Dully interviews Chad Stewart, the creator of an animation course aimed at middle and high school students. Chad shares his journey from a young cartoon enthusiast to a professional animator with over 20 years of experience in the industry. He discusses the structure of his animation courses, the importance of storytelling, and how students can engage with the material. The conversation also touches on the significance of networking in the animation field and the value of feedback in the creative process. Chad emphasizes the importance of hope and perseverance in pursuing one's passions, encouraging students to explore their interests in animation.Chapters:00:00 Introduction to Animation and Storytelling02:42 Chad's Journey into Animation05:25 Training and Education in Animation08:18 The Animation Process and Techniques11:00 Course Structure and Offerings13:46 Student Engagement and Feedback16:37 The Importance of Animation Skills17:06 Embracing Feedback in Animation Education18:33 Preparing Students for Real-World Challenges20:51 Class Structure and Scheduling22:24 Course Registration and Pricing24:16 Interactive Learning and Community Building28:56 The Meaning of Hope in EducationEpisode Highlights:Chad Stewart has over 20 years of experience in animation.The animation course is designed for students aged 11 to 18.Courses provide a broad overview of animation and storytelling.Students can take multiple levels of animation courses.Feedback from professionals is integral to the learning process.Networking is crucial in the animation industry.The course structure includes live classes and recorded sessions.Students can explore different software used in the industry.The importance of perseverance in creative education is emphasized.Hope drives individuals to pursue their passions. Learn more about Chad Stewart and The Animation Course:Check out Chad's IMBD Profile. Register for classes here. Follow The Animation Course on Facebook.More on Love Your School/Links Mentioned in Episode:Visit Our Show Notes Page HERE!Questions? Email Us! kim@loveyourschool.org www.loveyourschool.orgVisit our Facebook HERE!Visit our Instagram HERE!This show has been produced by Love Your School WV.

Show Notes: Stacey  Dietsch talks about her 18-year tenure at McKinsey, focusing on human behavior and organizational performance. She highlights the importance of connecting investments in talent and culture to business performance and economic results. The Creation of McKinsey Academy Stacey emphasizes the role of learning in organizational change and the need for effective talent development. She discusses the creation of the McKinsey Academy, an external learning platform for clients. The Academy aims to translate McKinsey's internal training into offerings for clients, focusing on skill building, mindset shifts, and behavior change. Stacey explains that the Academy initially digitized content to scale impact and created learning journeys for clients. Stacey stresses the importance of grounding learning in business needs and connecting it to the flow of work. The Structure of Learning Journeys Stacey describes the structure of learning journeys, which include individual courses and bespoke, custom-developed learning for clients. The Academy focuses on leadership development, starting with leaders and connecting modules into learning journeys. The conversation turns to Will's experience with McKinsey's leadership training, highlighting the practical, experiential nature of the workshops. Stacey reinforces the importance of practice and real-play scenarios in learning and development. The McKinsey Management Program When asked for specifics about the modules in the McKinsey management program, Stacey outlines modules related to setting strategy, developing organizational structures, managing talent, and leveraging technology. The Academy aims to create interactive learning experiences, even in digitized content, through cohorts and teaching assistants. Stacey also emphasizes the importance of peer learning and accountability in digital learning programs. Academy Costs and the Competitive Edge When asked about client reception to McKinsey's learning programs and the competitive landscape, Stacey explains the need to demonstrate McKinsey's content and add distinctive features like teaching assistants to justify the higher cost. The Academy aims to build once and use many times to keep costs down and stay competitive. Stacey highlights the importance of learning built with the client for their specific transformation needs. Learning from the Science of Learning  Turning to counterintuitive insights gained about the science of learning, Stacey shares that learning is an internal process that can be taught and that effective learning happens in the course of everyday work. She emphasizes the importance of learning to learn and learning to teach as foundational skills. Stacey discusses the role of curiosity, asking questions, and seeking feedback in continuous learning. She also talks about the relevance of modern talent development, and she explains the concept of skills-based talent strategy and the importance of knowing the workflow and tasks required for roles. And the discussion covers strategic workforce planning based on skill needs and the use of assessments to create onboarding learning journeys. Opportunities and Challenges in HR Stacey discusses the exciting opportunities and challenges in the HR talent field with the evolving nature of work. She emphasizes the importance of using AI to accelerate growth and do more and different work, not just drive efficiency. Stacey highlights the need to set organizational structures that enable people to work side by side with AI agents.  Helping Clients Leverage AI Stacey shares that she is working with various clients as an independent consultant, leveraging her McKinsey knowledge. She focuses on helping clients navigate the evolving AI landscape and prepare for the future of work. Stacey emphasizes the importance of talent strategy and the different interventions needed to set organizations up for success. Timestamps:  03:36: Development of the McKinsey Academy 06:01: McKinsey's Learning Journeys and Leadership Development  09:04: Specific Modules and Interactive Learning  14;43: Client Reception and Competitive Positioning 18:43: Insights into the Science of Learning  23:03: Skills-Based Talent Strategy and Qual Cards  30:32: Future of Work and AI  34:24: Stacey's Current Practice as an Independent Consultant  Links: LinkedIn: https://linkedin.com/in/staceydietsch This episode on Umbrex: https://umbrex.com/unleashed/episode-631-stacey-dietsch-learning-journeys-at-mckinsey-academy/ Unleashed is produced by Umbrex, which has a mission of connecting independent management consultants with one another, creating opportunities for members to meet, build relationships, and share lessons learned. Learn more at www.umbrex.com. *AI generated timestamps and show notes.  

Join us for an insightful conversation on the critical state of workplace culture and talent retention with Sean D'Arcy, Chief Solutions Officer at Kahoot!. Based on their latest research, we explore a startling paradox: many leaders are burned out, and nearly half would give up their title to feel engaged at work. This lack of manager engagement creates a difficult environment for the newest generation, with almost two-thirds of managers finding Gen Z to be the hardest group to engage. Sean D'Arcy dives deep into the findings on both leader burnout and Gen Z's unique needs, covering generational tensions and the path forward. He discusses how to leverage tools and strategies, including game-based learning, to inject fun, social connection, and psychological safety back into the workplace, turning meetings into interactive discussions and fostering a culture where all employees can thrive. Three Key Takeaways for Workplace Culture and Talent Retention The Engagement Crisis Starts at the Top: Nearly half of leaders would trade their title just to feel more engaged at work, with a third admitting to feeling burned out. This disengagement at the leadership level makes it difficult to effectively engage and retain employees, highlighting a lack of investment in the training and tools managers need to succeed. Gen Z Needs Foundational Skills and Belonging: Gen Z is the most difficult generation to engage, with two-thirds of managers citing them as the hardest group to motivate. They often feel "out of their depth" regarding basic workplace operating systems (like email etiquette and meeting facilitation) and crave more structured, gamified learning and real-time feedback that mimics their prior educational experiences. Furthermore, they value strong relationships and a sense of belonging/psychological safety, which is essential for talent retention. Interactive Learning and Culture Building are the Solution: A key strategy for improving workplace culture and talent retention is integrating interactive, gamified tools to facilitate social connection and effective communication. By turning one-way presentations into engaging discussions, companies can break the ice, democratize participation, and gather real-time analytics to understand where employees need more support. This shift supports the inclusive, feedback-driven culture that Gen Z, in particular, expects. Get the full report at: https://kahoot.com/business/workplace-engagement-report-2025/

We hope you're enjoying the holiday season with family, friends, and loved ones. We'll be releasing new episodes again in the new year – in the meantime, today, we're re-running a fascinating episode on The future of AI coaching. The past few years have seen an incredible boom in AI and one of our colleagues, James Landay, a professor in Computer Science, thinks that when it comes to AI and education, things are just getting started. He's particularly excited about the potential for AI to serve as a coach or tutor. We hope you'll take another listen to this conversation and come away with some optimism for the potential AI has to help make us smarter and healthier. Have a question for Russ? Send it our way in writing or via voice memo, and it might be featured on an upcoming episode. Please introduce yourself, let us know where you're listening from, and share your question. You can send questions to thefutureofeverything@stanford.edu.Episode Reference Links:Stanford Profile: ​​James LandayConnect With Us:Episode Transcripts >>> The Future of Everything WebsiteConnect with Russ >>> Threads / Bluesky / MastodonConnect with School of Engineering >>> Twitter/X / Instagram / LinkedIn / FacebookChapters:(00:00:00) IntroductionRuss Altman introduces guest James Landay, a professor of Computer Science at Stanford University.(00:01:44) Evolving AI ApplicationsHow large language models can replicate personal coaching experiences.(00:06:24) Role of Health Experts in AIIntegrating insights from medical professionals into AI coaching systems.(00:10:01) Personalization in AI CoachingHow AI coaches can adapt personalities and avatars to cater to user preferences.(00:12:30) Group Dynamics in AI CoachingPros and cons of adding social features and group support to AI coaching systems.(00:13:48) Ambient Awareness in TechnologyAmbient awareness and how it enhances user engagement without active attention.(00:17:24) Using AI in Elementary EducationNarrative-driven tutoring systems to inspire kids' learning and creativity.(00:22:39) Encouraging Student Writing with AIUsing LLMs to  motivate students to write  through personalized feedback.(00:23:32) Scaling AI Educational ToolsThe ACORN project and creating dynamic, scalable learning experiences.(00:27:38) Human-Centered AIThe concept of human-centered AI and its focus on designing for society.(00:30:13) Conclusion Connect With Us:Episode Transcripts >>> The Future of Everything WebsiteConnect with Russ >>> Threads / Bluesky / MastodonConnect with School of Engineering >>>Twitter/X / Instagram / LinkedIn / Facebook Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

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

Julian Sequeira from PyBites joins Sean and Kelly to share their top holiday gift picks for coders, makers, and educators. This episode features 15+ gift ideas ranging from budget-friendly maker tools to classroom robots—plus book recommendations, coding platforms, and a few surprises. Show Notes Wins of the Week Julian: Staying focused on "the one thing" at PyBites, plus 3D printing a custom cappuccino stencil for his local café Kelly: Surviving a muddy, clay-covered hill in North Carolina while on vacation Sean: Designing and 3D printing a custom bracket for his screen door using Fusion 360 Holiday Gift Ideas Julian's Picks Hoverboard with Go-Kart Attachment (~$299 AUD) - Two-wheeled self-balancing boards that can convert to a go-kart with a third wheel attachment. Available at Hoveroo (https://hoveroo.com.au) in Australia. Secret Coders Book Series (~$10-20 USD each) - A six-book graphic novel series that wraps coding puzzles and concepts into mystery stories. Recommended by Faye Shaw from the Boston PyLadies community. Great for ages 8-15. 3D Printer (~$200-300 USD) - Entry-level printers like the Bambu Lab A1 Mini or Elegoo Neptune 4 Pro have dropped significantly in price. Look for auto bed leveling as a key feature. Duolingo Chess (~$13/month with subscription) - A new addition to Duolingo that teaches chess tactics, strategy, and formal terminology through structured lessons. Great for building problem-solving skills. Classic Video Games (Zelda, Pokémon) - Story-driven games that build resilience and problem-solving skills, as an alternative to dopamine-heavy platforms like Roblox. Kelly's Picks Soccer Bot (~$59.99) - An indoor soccer training robot that challenges footwork skills. Works best on hard floors. "The Worlds I See" by Dr. Fei-Fei Li - Memoir of the computer scientist behind ImageNet and modern image recognition, covering her immigrant journey and rise in AI. A must-read for anyone interested in AI. LEGO Retro Radio Building Set (~$99) - A 1970s-style radio that you build, then insert your phone to play music. Features working dials that create authentic radio crackle sounds. Spydroid Loco Hex Robot (classroom investment) - A large spider-shaped robot that codes in Python and block programming. Features LIDAR and AI-based mapping. Seen at ISTE. Richtie Mini from Hugging Face ($299-$449) - An adorable AI desktop companion robot with onboard models. Two versions: one that connects to your computer and one that's self-contained. Sean's Picks LED Pucks (LED 001 Kit) (~$6-13) - Small USB-powered LED discs perfect for 3D printed projects like planet lamps. Available from Bambu Labs or Amazon. RGB versions include remote controls. Daily Desk Calendar (~$15-20) - A throwback gift that provides daily doses of humor, trivia, or inspiration. Suggestions include The Far Side, "They Can Talk," or "How to Win Friends and Influence People." PyBites Coding Platform (subscription) - Bite-sized Python challenges for sharpening coding skills. Great for teachers, students, and professionals looking for practical coding practice. Digital Calipers (~$40-50) - USB-rechargeable precision measuring tools essential for 3D printing and maker projects. Great for teaching geometry and measurement concepts. Deburring Tool (~$10) - A small tool with a curved swiveling blade for cleaning up 3D prints. A quality-of-life improvement for any maker's toolkit. Links Mentioned PyBites (https://pybit.es) - Python coaching and coding challenges Hoveroo (https://hoveroo.com.au) - Hoverboards (Australia) Bambu Lab (https://bambulab.com) - 3D printers and LED pucks Printables (https://www.printables.com) - 3D printing models MakerWorld (https://makerworld.com) - 3D printing models Hugging Face Richtie Mini (https://huggingface.co) - AI companion robot Duolingo (https://duolingo.com) - Language learning app with chess Secret Coders book series - Available on Amazon "The Worlds I See" by Dr. Fei-Fei Li - Available at bookstores Upcoming Events PyCon US 2026 - Long Beach, California Education Summit - Proposals open after the holidays, deadline around March/April Submit proposals when the website opens! Special Guest: Julian Sequeira.

In this episode, we sit down with Quincy Tennyson, who teaches an impressive four-year computer science pathway at Fern Creek High School. Quincy's background in the Marine Corps and as a network engineer brings a unique perspective to CS education. He discusses his curriculum progression from introductory courses through AP Computer Science Principles (heavily inspired by UC Berkeley's CS61A), AP Computer Science A (Java), and a culminating Project-Based Programming course. We dive deep into his philosophy of being a "warm demander" - setting high expectations while providing intensive coaching and support. The conversation touches on several compelling topics including teaching agile methodology to high school students, the importance of transparency about failure, and how behavioral economics concepts (from thinkers like Daniel Kahneman) inform his approach to helping students understand their own thinking processes. Quincy also shares insights on supporting underserved students, running a successful Girls Who Code chapter, and navigating the integration of AI tools in the classroom. His students' enthusiasm at PyCon 2024 was infectious, and this episode reveals the thoughtful pedagogy behind their success. Key resources mentioned include CS61A from UC Berkeley (https://cs61a.org/), CodeHS (https://codehs.com/), Code.org (https://code.org/), Sandra McGuire's book "Teach Students How to Learn," Eric Matthes' Python Crash Course (https://nostarch.com/python-crash-course-3rd-edition), and Al Sweigart's (https://alsweigart.com/) educational resources including his new Buttonpad library for Tkinter. Special Guest: Quincy Tennyson.

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 the Medical Sales Podcast, Samuel sits down with Steven King, president of a U.S. medtech company transforming medical education through cutting-edge virtual dissection tables. Steven shares how this groundbreaking technology is changing how anatomy is taught—replacing traditional cadavers with 3D, interactive digital models that bring the human body to life. He reveals the challenges of scaling in a market where most institutions still don't know the tech exists, how AI is shaping the next generation of simulation learning, and why funding and awareness remain key hurdles. From selling $100K medical education tools to leading international expansion, Steven breaks down what it takes to grow a startup, build customer trust, and bring innovation into classrooms and hospitals worldwide. The conversation closes with powerful lessons on empathy, listening, and genuine human connection—skills every medical sales professional needs to master.   Connect with Steven King: LinkedIn Connect with Me: LinkedIn Love the show? Subscribe, rate, review, and share! Here's How »

In this episode, Sean and Kelly welcome Pritesh Patel, a computer scientist specializing in AI who brings over 20 years of experience from companies like Turner Broadcasting, Walmart, and GE to his current role at Fisher Phillips law firm. Pritesh shares fascinating insights about implementing AI in knowledge-based industries, from automating his parents' frozen yogurt shop to helping lawyers transform their workflows. The conversation explores crucial concepts like the "Jobs to Be Done" framework, which emphasizes focusing on outcomes rather than getting stuck in existing processes. Pritesh explains how he approaches AI education through playfulness and intuition-building—whether that's getting Batman to sing "Twinkle, Twinkle Little Star" in ChatGPT or creating AI personalities that debate humans. The discussion touches on the importance of maintaining accountability while delegating responsibility to AI tools, the power of curiosity in adoption, and how reinforcement learning might shape the future of AI integration. Key resources mentioned: - Strategyn Jobs to Be Done Framework (https://strategyn.com/) - Tony Ulwick's innovation methodology - NotebookLM (https://notebooklm.google.com/) - Google's AI-powered research tool - Suno.ai (https://suno.com/) - AI music generation platform - OpenAI's Real-time API for voice interactions Special Guest: Pritesh Patel.

Send us a text In this episode of I Think I Love My Kids Podcast, Latoya chats with Adrian Cox-Settles of Diverse Interactive Learning about parenting, purpose, and preparing kids to thrive. Adrian shares her journey as a mom and entrepreneur, offering insights on balancing personal purpose with parenting. Follow us on YouTube & Facebook: I Think I Love My Kids, Instagram: @i_think_i_love_my_kids, and subscribe for upcoming episodes! Support the show

Interactive learning tools boost math scores by 24.2% versus traditional methods' 8.3%, while combining approaches creates 94% engagement rates. Digital tools provide immediate feedback, personalization, and visualization that make abstract concepts tangible. To learn more, visit: https://www.ninthgradealgebramadeeasy.com LP Consulting LLC City: Monroe Address: 3648 Gruber Rd Website: https://wavecom.clientcabin.com/

 In this episode of The Teacher's Lounge, Isa shares As Easy as ABC: Circle Time Engagement—three simple strategies that turn everyday circle times into exciting, unforgettable moments. Learn how to add visuals, spark curiosity, and invite interaction to keep little learners engaged and eager to participate. The Teachers Lounge – • Offering early education teachers a tool to set your classroom onto a path of success and build a cohesive and strong team of educators. (theearlyeducationteacherslounge.com)SocialsFACEBOOK:  (1) The Early Education Teachers Lounge | FacebookINSTAGRAM:  The Teacher's Lounge (@eecteacherslounge) • Instagram photos and videosPINTEREST:  (4) PinterestYOUTUBE:  https://youtube.com/@eecteacherslounge

Description In this episode, we're thrilled to welcome Sheena O'Connell, an educator and developer from South Africa who has been making waves in the Python education community. Sheena shares her journey from electrical engineering to founding Prelude, where she runs advanced Django learning sprints and teamwork training courses. We explore the critical importance of soft skills in technical education, diving into Google's Project Aristotle and the five key factors that make teams effective: psychological safety, dependability, structure and clarity, meaning, and impact. Sheena provides fascinating insights into how cultural concepts like Ubuntu ("I am because we are") influence collaborative learning and professional development. The conversation covers practical strategies for teaching both technical and soft skills to adult learners, the challenges of helping students transition from learning to professional environments, and how to build psychologically safe spaces that promote growth and learning. We also discuss upcoming events including Django Con Africa in Tanzania and PyCon Africa in Johannesburg, South Africa, which Sheena is chairing. Whether you're an educator, team leader, or developer interested in fostering better collaborative environments, this episode offers valuable insights into the intersection of technical education, cultural awareness, and team dynamics. Key Topics Discussed Transitioning from technical roles to education Building effective coding bootcamps and adult learning programs The importance of soft skills in technical careers Google's Project Aristotle and team effectiveness Psychological safety and stereotype threat Cultural influences on learning and teamwork (Ubuntu philosophy) Managing the "desperation mindset" in learning environments Professional development and career transitions PyCon Africa and Django Con Africa Cross-cultural team dynamics and communication Guests Sheena O'Connell - Founder of Prelude, former educator at Umuzi, and chair of PyCon Africa 2025 Resources Mentioned Google's Project Aristotle (https://rework.withgoogle.com/en/guides/understanding-team-effectiveness) The Culture Map (book on cultural differences in teams) Prelude Tech (https://prelude.tech) - Sheena's platform for Django courses and teamwork training PyCon Africa 2025 (Johannesburg, South Africa) Django Con Africa (Arusha, Tanzania) Ubuntu philosophy Umuzi (South African coding bootcamp) Connect with Sheena Personal blog: sheenaoc.com (https://sheenaoc.com) Courses and training: Prelude TV PyCon Africa 2025: October, Johannesburg, South Africa Wins and Fails of the Week Sheena Win: Successfully running a teamwork course for Canonical with an international team Fail: All her plants fell onto the couch (and the subsequent cleanup) Kelly Win: Attending ISTE conference in San Antonio, meeting previous podcast guests, and co-hosting a presentation Fail: Losing momentum on Anthony Shaw's GitHub course due to summer break Sean Win: Being interviewed by media about AI coding tools and AWS Amazon Q Fail: Home server power supply failure during a lightning storm, breaking all home automations Episode Notes This episode provides valuable insights for educators at all levels, from K-12 teachers to corporate trainers. The discussion of soft skills, cultural awareness, and team dynamics offers practical strategies that can be applied in classrooms, coding bootcamps, and professional development settings. The conversation highlights how technical education must go beyond coding skills to prepare students for successful careers, emphasizing the importance of communication, collaboration, and cultural competency in today's global technology landscape. Special Guest: Sheena O'Connell.

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.

One aspect of the AI hype we're all dealing with right now is severely underreported. And it's that part that I personally think has a much more substantial long-term impact than all the magical video generators and coding agents.This episode of The Bootstraped Founder is sponsored by Paddle.comThe blog post: https://thebootstrappedfounder.com/the-hidden-revolutionai-is-democratizing-coding-mentorship/ The podcast episode: https://tbf.fm/episodes/400-the-hidden-revolution-ai-is-democratizing-coding-mentorshipCheck out Podscan, the Podcast database that transcribes every podcast episode out there minutes after it gets released: https://podscan.fmSend me a voicemail on Podline: https://podline.fm/arvidYou'll find my weekly article on my blog: https://thebootstrappedfounder.comPodcast: https://thebootstrappedfounder.com/podcastNewsletter: https://thebootstrappedfounder.com/newsletterMy book Zero to Sold: https://zerotosold.com/My book The Embedded Entrepreneur: https://embeddedentrepreneur.com/My course Find Your Following: https://findyourfollowing.comHere are a few tools I use. Using my affiliate links will support my work at no additional cost to you.- Notion (which I use to organize, write, coordinate, and archive my podcast + newsletter): https://affiliate.notion.so/465mv1536drx- Riverside.fm (that's what I recorded this episode with): https://riverside.fm/?via=arvid- TweetHunter (for speedy scheduling and writing Tweets): http://tweethunter.io/?via=arvid- HypeFury (for massive Twitter analytics and scheduling): https://hypefury.com/?via=arvid60- AudioPen (for taking voice notes and getting amazing summaries): https://audiopen.ai/?aff=PXErZ- Descript (for word-based video editing, subtitles, and clips): https://www.descript.com/?lmref=3cf39Q- ConvertKit (for email lists, newsletters, even finding sponsors): https://convertkit.com?lmref=bN9CZw

This week on The Intersection Podcast, we're joined by Michaela Ayers, a multidisciplinary artist and DEIA strategist who is redefining how creativity can be a catalyst for deeper connection and transformational learning in organizations. Michaela, the founder of Nourish Community, brings a wealth of experience designing community-centered, art-infused learning experiences that prioritize the body, storytelling, and imagination.In this episode, we explore how somatic, interactive learning can foster real behavior change and discuss how “edutainment” can revolutionize DEIA programming. Michaela shares creative strategies for meaningful onboarding and post-training support, as well as the power of storytelling and collage in unlocking collective visioning. We also dive into the importance of play and imagination, especially during challenging times, and how these elements can be integrated into leadership to drive sustainable change.Tune in for a thought-provoking conversation about expanding what's possible in DEIA and leadership through creativity and play.Resources:Connect with Michaela on LinkedInNourish IGBlack Her Stories IGConnect with me:InstagramLinkedInRestart Consulting

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What You'll Learn:Are you learning about improvement or actually doing it? In this episode, host Patrick Adams is joined by continuous improvement leader Brian DeVries to dig into the power of hands-on learning and why lectures alone just don't cut it. From the shop floor to the boardroom, real growth happens when you roll up your sleeves and apply what you've heard. Whether you're training teams or leveling up your own skills, tune in to discover how action-based learning builds true confidence, competence, and lasting change. About the Guest:Brian is a global leader with over 13 years of experience in driving lean strategy and assessments within manufacturing, food processing, and distribution facilities. Industries served in his career include agriculture, office furniture, food & beverage, golf course maintenance, and insurance. He is dedicated to improving lives through continuous improvement work and focuses on his core values of Happiness, Empathy, and Hope.Professionally, Brian has been recognized in the lean industry, having been featured on podcasts, served as an elected member of the Board of Directors for the Michigan Lean Consortium from 2016-2020, and spoken at various conferences, including the 2016 Lean Six Sigma World Conference where his team won the Project of the Year award. He prides himself on empowering those he works with to change their lives and continues to seek opportunities to inspire others.LINKS:Click Here For Brian DeVries' LinkedInClick Here to Enter the giveaway and to learn more about Kaizen Kit!The Big Thinking of a Small Knight

In this special episode of Why Distance Learning, the hosts become the guests. Seth Fleischauer, Allyson Mitchell, and Tami Moehring step out from behind the mic to share their personal journeys into distance learning, their current work in the field, and why this podcast exists. From museum basements to prairie dresses to viral Mets fandom, this episode dives into the stories that shaped their passion for virtual education.They discuss the unique mission of the Center for Interactive Learning and Collaboration (CILC) and Banyan Global Learning, the challenges and triumphs of distance learning, and the surprising golden moments that define their purpose. It's a candid, insightful, and at times comedic conversation that reminds us why distance learning matters—and what's possible when it's done with care, creativity, and connection.Episode Highlights:Allyson's early roots in museum education and her passion for virtual learning that began in 2007.Tami's journey from prairie dresses to pioneering history education online—and a logging lesson kids never forget.Seth's origin story as the Sad Mets Fan and how it intersects with the founding of Banyan Global Learning.The role of CILC as a global connector for educators, institutions, and learners across every stage of life.Golden moments from remote Canada to Taiwanese seniors preparing for U.S. colleges—real stories of virtual learning done right.Why this podcast was created: to challenge misconceptions, amplify untold stories, and advocate for the power of live virtual learning.Episode Links:Center for Interactive Learning and Collaboration (CILC)Banyan Global LearningMake It Mindful PodcastHost Bios:Seth Fleischauer is the founder of Banyan Global Learning and a longtime advocate for teaching global competencies through live virtual programs. He's also the internet's original Sad Mets Fan.Allyson Mitchell is the Director of Partnership and Engagement at CILC. With deep roots in museum education, she's a passionate voice for live virtual learning and co-creator of Why Distance Learning.Tami Moehring is the Director of Member Relations at CILC, bringing 10+ years of expertise in supporting educators and institutions in delivering impactful virtual experiences.

Do you need some ideas for morning meeting or circle time?  I have special educator Jenn Adams here to share some awesome tips for an engaging morning meeting!  Jenn talks about the significance of building routines, differentiating instruction, and using creative strategies to enhance communication and engagement among students with diverse needs. We also chat about the significance of teamwork, problem-solving activities, and the need to adapt morning meetings to engage diverse learners.  Bio Jenn Adams is a seasoned special education teacher and the creative force behind Teach Love Autism. With 17 years of teaching experience, Jenn has dedicated her career to supporting students with autism and other special needs. Her passion for creating engaging, functional, and age-appropriate resources led her to develop a wealth of materials that empower educators and enrich the learning experiences of diverse learners. Throughout her career, Jenn has emphasized the importance of incorporating communication into daily routines, utilizing visual aids, and providing positive reinforcement to support speech and language development. She also advocates for the use of errorless learning strategies to build student confidence and minimize errors during skill acquisition. Her commitment to sharing effective teaching strategies and resources has made Teach Love Autism a valuable platform for educators seeking innovative approaches to special education. Links Teach Love Autism website: https://teachloveautism.com/ Teach Love Autism Instagram: https://www.instagram.com/teachloveautism/?hl=en Teach Love Autism Teachers Pay Teachers Shop: https://www.teacherspayteachers.com/store/teach-love-autism Takeaways Morning meetings set the tone for the day Predictability in routines helps reduce anxiety for students Differentiation is crucial in teaching diverse learners Creative greetings can enhance student engagement Modeling communication without pressure is effective Incorporating academic skills into morning meetings is beneficial Building stamina in students is essential for longer group activities Modeling is crucial for helping students grasp new ideas Non-speaking students require tailored communication strategies Refining morning meetings can improve student engagement Differentiate instruction based on students' diverse needs Incorporating core vocabulary benefits all students, not just those with communication devices It's important to take a step back and reassess teaching strategies Creating a supportive environment fosters better communication among students You may also be interested in these supports: Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook  

D and D can help with environmental education by creating immersive, story-driven learning experiences that engage students on a deeper level. In this episode, we speak with Dr. Andrew Thaler, who's using Dungeons and Dragons (D&D) to teach environmental concepts in a way that feels more like play than a lesson. Through world-building, role-playing, and strategic storytelling, students aren't just learning—they're adventuring through ecosystems, facing climate-related challenges, and discovering how natural systems work in real time. Environmental education is often limited to textbooks and lectures, but D&D turns abstract concepts into living, breathing quests. Whether it's battling pollution monsters or restoring magical coral reefs, players develop a better understanding of ecological relationships and environmental issues while having fun. If you're a teacher, game master, or environmental advocate, this episode will show you how fantasy and education can combine to create a lasting impact in and out of the classroom. Campaign: https://www.dmsguild.com/product/505687/The-Last-Hunt-for-the-Jabberwock Maps: https://www.dmsguild.com/product/505688/The-Last-Hunt-for-the-Jabberwock-Big-Pack-of-Maps   SFS Articles: https://www.southernfriedscience.com/10-tips-for-running-a-dungeons-dragons-campaign-for-education/ https://www.southernfriedscience.com/hunt-the-jabberwock-defend-the-warren-save-the-forest-a-dd-5e-adventure-for-environmental-educators/ https://www.southernfriedscience.com/twas-brillig-building-a-dungeons-dragons-campaign-for-adventurers-in-and-out-of-the-classroom/   Discount code: https://www.dmsguild.com/browse.php?discount=943bb77e1f   Follow a career in conservation: https://www.conservation-careers.com/online-training/ Use the code SUFB to get 33% off courses and the careers program.   Do you want to join my Ocean Community? Sign Up for Updates on the process: www.speakupforblue.com/oceanapp   Sign up for our Newsletter: http://www.speakupforblue.com/newsletter   Facebook Group: https://bit.ly/3NmYvsI Connect with Speak Up For Blue: Website: https://bit.ly/3fOF3Wf Instagram: https://bit.ly/3rIaJSG TikTok: https://www.tiktok.com/@speakupforblue Twitter: https://bit.ly/3rHZxpc YouTube: www.speakupforblue.com/youtube  

In Episode 147 of Teaching Python, Sean Tibor and Kelly Schuster-Paredes focus on the importance and power of teaching APIs to coding students. They share personal stories and practical strategies for engaging students with APIs, from simple use cases to more complex projects. Join them as they discuss how to make lessons fun and relevant, leveraging LLMs (Large Language Models) for code explanations, and teaching through trial and error. This episode also touches on the broader applications of APIs in today's technological landscape, examining how learning APIs can open up new possibilities for students and equip them with essential skills for the future. Whether you're a teacher, student, or coding enthusiast, there's something valuable in this episode for you.

Send us a textWe break down reinforcement learning in simple terms, exploring how AI gets smarter through trial and error just like kids do when learning new skills. Using familiar examples like video games and robots, we explain how computers learn by getting rewards for good choices and penalties for mistakes.• Reinforcement learning explained: AI figuring things out by trying different actions and seeing what works• Real-world applications include robots learning to walk and dance, AI playing games like chess, self-driving cars, and smart assistants• Fun facts about AI beating world champions in games and learning to perform complex tasks• The "AI Learner Game": a hands-on activity using ball tosses and rewards to demonstrate how practice and feedback improve performance• Additional activities to try at home including creating personal reward systems and watching videos of AI playing gamesDownload, share with friends, and subscribe wherever you get your podcasts or on YouTube to join us next time on AI for Kids!Resources:EngineAI Robot Learning to Dance Using Reinforcement LearningInteractive Learning & Games:Google's Teachable Machine: (Simple, hands-on experience with machine learning and reinforcement learning concepts.)Machine Learning for Kids: (Engaging platform where kids build simple AI projects and games.)Code.org AI Activities: (Interactive and guided lessons on AI and reinforcement learning.)Support the showHelp us become the #1 podcast for AI for Kids.Buy our new book "Let Kids Be Kids, Not Robots!: Embracing Childhood in an Age of AI"Social Media & Contact: Website: www.aidigitales.com Email: contact@aidigitales.com Follow Us: Instagram, YouTube Gift or get our books on Amazon or Free AI Worksheets Listen, rate, and subscribe! Stay updated with our latest episodes by subscribing to AI for Kids on your favorite podcast platform. Apple Podcasts Amazon Music Spotify YouTube Other Like our content, subscribe or feel free to donate to our Patreon here: patreon.com/AiDigiTales...

In this episode of House of #EdTech, I discuss the what, why, and how of gamification in education! By incorporating game design elements into your teaching, you can boost student motivation, engagement, and learning outcomes—all while making lessons more interactive and fun! Segment 1: What is Gamification in Education? Definition of gamification and how it differs from game-based learning The psychology behind gamification: motivation, engagement, and dopamine Why gamification works in both K-12 and higher education settings Segment 2: Why Gamification Works Teachers and schools successfully implementing gamification How gamified learning platforms like Classcraft, Kahoot!, and Quizizz enhance the classroom experience The impact of leaderboards, challenges, and achievements on student motivation Segment 3: Practical Gamification Strategies for Educators Points, Badges, and Leaderboards (PBL): Reward students for progress and effort Quests and Challenges: Break down lessons into missions and problem-solving activities Choice and Autonomy: Let students pick their learning paths through differentiated tasks Storytelling & Themes: Create immersive experiences (e.g., a classroom space mission or historical adventure) Resources & Links Mentioned: Classcraft – Gamify classroom management Kahoot! – Interactive quizzes Quizizz – Fun game-based assessments Minecraft: Education Edition – Learning through creativity

In the ever-evolving landscape of educational technology, Fortnite Creative is emerging as a groundbreaking tool for physics education and game-based learning. Andrew Vanden Heuvel, an innovative educator, is transforming the way students engage with STEM education through virtual laboratories and interactive learning experiences. By leveraging the immersive world of Fortnite, Heuvel's Fortnite physics project is redefining student engagement and creative learning environments. This digital curriculum not only enhances physics education but also bridges the gap between e-sports in education and video game design, offering students a unique platform to explore and create.   Key Takeaways: Fortnite Creative is utilized as a virtual laboratory for physics education. The Fortnite physics project offers a game-based learning approach to STEM education. Students can engage in interactive learning experiences, such as skydiving and racing simulations. The project encourages students to become creators, not just consumers, in the digital curriculum. E-sports in education is gaining traction, with potential for significant growth and academic integration.   Explore the full potential of educational gaming and discover how Fortnite Creative is shaping the future of interactive learning. Show notes and bio: https://www.coolcatteacher.com/e883

In this episode, I explore the exciting world of AI-generated images and how they can transform your teaching. Discover a handful of creative ways to incorporate AI images into your favorite EdTech tools, from creating interactive games to designing stunning visuals. Tune in to learn about popular AI image generators and effectively using AI images to elevate student engagement and creativity. Show notes: https://classtechtips.com/2025/02/11/using-ai-images-306/ Sponsored by my quick reference guide Using AI Chatbots to Enhance Planning and Instruction: https://amzn.to/42Xzds0 Follow Monica on Instagram: https://www.instagram.com/classtechtips/  Take your pick of free EdTech resources: https://classtechtips.com/free-stuff-favorites/   

In this episode of Two Middle School ELA Teachers, Shannon takes you through an engaging, hands-on activity called "The Great Nonfiction Scavenger Hunt"—perfect for introducing nonfiction to your middle school students. Say goodbye to zoning out during note-taking and hello to interactive stations that keep students moving, thinking, and learning. Shannon shares how she sets up six stations focused on key nonfiction concepts like text features, text structures, author's purpose, and more. Plus, she introduces the 3 Big Questions that will help students approach nonfiction texts with deeper thinking for the rest of the year.

In this conversation, Michael Sodini and Rob Pincus discuss their experiences at a recent gun violence prevention conference in Seattle. They reflect on the interactive nature of the event, the importance of engaging with researchers, and the challenges of addressing outdated data and misconceptions about gun ownership. The discussion highlights the need for more research focused on affected populations, particularly regarding suicide prevention, and the influence of funding on research outcomes. Throughout the conversation, they emphasize the importance of honest dialogue and the recognition of responsible gun ownership. In this conversation, Rob Pincus and Michael Sodini discuss the complexities of gun research, the intersection of activism and objectivity in scientific inquiry, and the challenges faced by gun owners in a politically charged environment. They reflect on a recent conference where the keynote speaker's approach raised concerns about research integrity, and they critique the presence of gun control advocates at the event. The discussion emphasizes the need for diverse perspectives in gun research, the importance of mental health considerations in gun laws, and the upcoming Walk the Talk America survey aimed at gathering data from real gun owners.Chapters00:00 Introduction and Conference Overview01:51 Interactive Learning and Engagement at the Conference04:26 Positive Interactions and Challenging Perspectives08:15 Addressing Outdated Data and Misconceptions11:48 The Importance of Acknowledging Limitations in Research14:09 Funding and Research Focus on Affected Populations18:41 Navigating Sensitive Topics in Gun Violence Discussions22:14 The Role of Funding in Research and Outcomes27:10 Common Themes and Misconceptions in Gun Research29:08 Research and Narrative Conflicts30:03 Keynote Speaker Insights31:58 Activism vs. Objectivity in Research33:25 Gun Control Pep Rally at the Conference36:45 Confronting Gun Control Advocates39:29 The Need for Diverse Perspectives42:06 Collaboration with Opposing Views44:11 Lack of Research on Assault Weapons46:24 The Importance of Mental Health in Gun Laws48:57 Upcoming Walk the Talk America SurveySend us a text

In episode 146 of Teaching Python, hosts Sean Tibor and Kelly Schuster Perez delve into the newly established Python Education and Outreach Work Group, featuring guests Cheuk Ting Ho and Keith Murray. The group, aimed at enhancing Python education within the community, outlines its mission to gather feedback on educational resources and support initiatives like the Education Summit at PyCon US. Keith and Cheuk discuss their backgrounds and roles within the Python Software Foundation, emphasizing the need for fresh educational content and community engagement. The episode also explores the work group's goals, which include: Seeking and receiving feedback on Python educational resources Consolidating and improving existing Python education materials Supporting and expanding the education summit at PyCon US Additionally, the hosts share personal 'wins of the week,' highlighting the importance of accountability and community in the educational journey. Kelly and Sean discuss their past experiences with the Education Summit and encourage listeners to get involved by submitting talk proposals or joining in interactive sessions. The episode concludes with practical advice on how educators and enthusiasts can engage with the group to further Python education and outreach. Special Guests: Cheuk Ting Ho and Keith Murray.

In episode 145 of Teaching Python, Sean Tibor and Kelly Schuster-Paredes celebrate their six-year podcast anniversary and discuss the shifts within computer science education and the growing influence of AI. They both reflect on the podcast's journey, their experiences with Blue Sky, and the milestone of over 500,000 downloads. The conversation delves into the changing landscape of tech roles, emphasizing the importance of foundational coding skills and computational thinking, regardless of emerging technologies like AI. They underline how coding remains a key skill that enables personal growth and opens vast opportunities, even in the face of fast-evolving tech sectors. Our hosts also highlight their exciting upcoming engagements, including the FETC conference and the Pine Crest Innovation Institute, encouraging listeners to remain adaptable and open to new learning avenues. Furthermore, they discuss the concept of adapting computer science curriculums to reflect real-world applications and evolving job markets, focusing on how to better prepare students for future careers. With a mix of personal anecdotes and professional insights, this episode offers a heartfelt look at the impact of teaching coding and the continuous evolution in education and technology.

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

In this episode, I'll unpack the transformative ways educators can use emojis and spotlight my favorite emoji websites for teachers to find the perfect emoji to express any idea. You'll learn how to use emojis to create engaging lessons, give constructive feedback, and even organize your digital content. Get ready to unlock the power of emojis and make learning more fun and interactive! Show notes: https://classtechtips.com/2024/12/24/emoji-websites-for-teachers-299/ Sponsored by LitWorld: www.worldreadaloudday.org  Follow LitWorld on social: https://www.instagram.com/litworld Follow Monica on Instagram: https://www.instagram.com/classtechtips/  Take your pick of free EdTech resources: https://classtechtips.com/free-stuff-favorites/   

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

Suzanne interviews Kate Burgener, an expert in creating interactive PDFs and workbooks for online courses. Suzanne shares her frustrations with traditional course materials and the exaggerated value propositions often encountered. Kate explains how her innovative approach to learning materials—featuring interactive elements like quizzes, fillable sections, and embedded coaching prompts—enhances user experience and completion rates. They discuss the practical applications for various business types, from course creators to coaches, and delve into the creative possibilities of gamification and personalized content. If you're looking to elevate your digital offerings and improve learner engagement, this episode is a must-listen. In this episode Suzanne and Kate discuss: The Value of Interactive Learning Interactive PDF Features The Importance of User Experience Creating Effective Learning Tools Choosing the Right Tools for Your Business Business Readiness for Interactive PDFs Gamification and Personalization Find out more about Kate here: https://kateburgener.com/ Explore interactivity with Kate here: https://kateburgener.com/explore-interactivity/ Find out more about Suzanne here: https://www.suzanneculberg.com For exclusive content, including a private solo podcast, join Suzanne's Patreon here: https://www.patreon.com/suzanneculberg Enjoy my podcast? You'll love my emails, sign up here: https://www.suzanneculberg.com/newsletter Join Networking without Schmooze with Laura & Suze, Register here - https://networkingwithoutschmooze.substack.com/ Want to be a guest on The Nope Coach podcast? Send Suzanne Culberg a message on PodMatch, here: https://www.podmatch.com/hostdetailpreview/thenopecoach A simple way to make my day – please subscribe to my YouTube channel - https://www.youtube.com/@suzanneculberg?sub_confirmation=1 The Nope coach Suzanne Culberg teaches you how to put yourself first without feeling selfish, by setting healthy boundaries and reclaiming the unapologetic badass you long to be. Contact Suzanne here: https://www.suzanneculberg.com/contact