Podcasts about learning innovation

Jake interviews Dr. Steve Graham of the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University Please write a short impact statement for Jake's USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6

Sara Schapiro, executive director of the Alliance for Learning Innovation, joins Gregg Behr and Ryan Rydzewski to talk about the importance of education research and development; allowing teachers, school districts, and states access to this research historically conducted at the federal level.

In this episode of the Getting Smart Podcast, Tom Vander Ark engages in a thought-provoking conversation with Sara Schapiro, the director of the Alliance for Learning Innovation. Together, they explore the critical need for enhanced research and development (R&D) within the education sector—an area historically underfunded compared to other industries like healthcare. The discussion delves into the unique challenges and opportunities of education R&D, highlighting the importance of both federal and state-level support in developing interoperable data systems that drive innovation. Sara emphasizes the essential role of venture capital and design research in shaping the future of EdTech, while also stressing the importance of evidence-based practices in schools. This episode serves as a call to action for educators, policymakers, and parents to collaboratively advocate for stronger R&D infrastructure, ensuring that every student benefits from cutting-edge educational strategies. Don't miss this deep dive into the future of education innovation and the pathways to achieving it. Outline (00:00) Introduction: The Need for More R&D in Education (01:21) Introducing Sarah Schapiro and the Alliance for Learning Innovation (02:56) Challenges in Education R&D Funding (08:10) State-Level Data Systems and Federal Support (10:23) Higher Education and Research Incentives (13:12) Venture Capital in EdTech (16:30) The Role of Federal Government in Education R&D (22:50) Conclusion: Collaboration and Next Steps Links Watch the full video here Read the blog here Sara Schapiro LinkedIn Sara Schapiro Forbes Digital Promise  Alliance for Learning Innovation (ALI) ALI Policy Recommendations for 2025 The Need Act Erin Mote Project Unicorn (Interoperability) ALI Funding Analysis SOLD Alliance Reach Capital Rethink Impact

In this thought-provoking episode, I sit down with Dr. Remi Kalir,  the Associate Director of Faculty Development and Applied Research with Learning Innovation and Lifetime Education at Duke University, where he also serves as Associate Director of the Center for Applied Research and Design in Transformative Education. He has also completely revolutionized my thinking about annotation. As someone who was relatively ambivalent about annotations, Remi's perspective transformed me into a fan, believer, and enthusiastic practitioner. Our conversation challenges conventional wisdom about annotation, as Remi argues that we're all annotators, from the grandmother scribbling recipe modifications to fans dissecting Kendrick Lamar's lyrics on Genius. He also shares fascinating examples from his upcoming book "Re/Marks on Power" (MIT Press, 2025), including Harriet Tubman's previously unexamined annotations in pension files, protest markings on Confederate monuments, and how the US-Mexico border itself represents a form of annotation—a line drawn imprecisely on a map as an exercise of power.Key Concepts from the Episode:Annotation as a Social PracticeAnnotation is more than a reflection of individual comprehensionAnnotations have a "social life" that extends beyond the text and timeAnnotation is dialogic rather than an isolated literacy actAnnotation as a Tool for CritiqueAnnotation serves as a tool for critique and challenging authorityAnnotation can circulate counter-narratives and resist dominant ideologiesE.g. Harriet Tubman's use of annotations on pension documentsAnnotation as an Embodied PracticeAnnotations can be embodied and geographic Protests and interventions on monuments represent forms of annotationDigital annotation practices are all over spaces like TikTok, Genius, etc.Particularly compelling is our discussion of annotation's unique affordances: its proximity to the original text, its capacity for "rough draft thinking," and its ability to make our responses visible to others across time and space. Remi invites us to see annotation not as an isolated comprehension check but as a dialogic practice with profound implications for critical literacy, social justice, and civic engagement. For educators struggling to make annotation meaningful beyond compliance, this episode offers both theoretical insights and practical inspiration to transform this everyday practice into something that can, as Remi says, "live, speak, and inspire."Re/Marks on Power (Newsletter)Re/Marks on Power (Book)Join me and socially annotate the transcription!Support the show

It's YOUR time to #EdUpPCO In this episode, YOUR guest is Jenn Chambers, AVP for Learning Innovation at Duke University. YOUR host is Amrit Ahluwalia⁠⁠, Executive Director of Continuing Studies at Western University in London, Ontario, Canada. This episode was edited and produced by Kyling Reddington.Some key questions we tackle:·      Why have PCO divisions historically not developed formalalumni relationship structures?·      How can alumni engagement support the development andgrowth of a PCO unit?·       What does it take to ensure that alumni engagement at thePCO unit doesn't interfere with or distract from central alumni engagement or fundraising efforts?Listen in to #EdUp! Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠ & ⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠Join YOUR EdUp community at ⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠!We make education YOUR business!

During the pandemic, Congress spent an unprecedented $190 billion to help reopen schools and address learning loss. But new test scores show the investment isn't paying off - fourth and eighth grade reading levels have hit record lows, performing worse than even during COVID's peak. As the Trump administration signals dramatic changes to federal education policy, from eliminating the Department of Education to expanding school choice, questions about federal involvement in education are moving from abstract policy debates to urgent national security concerns.In part two of our series on education R&D, we explore these developments with Sarah Schapiro and Melissa Moritz of the Alliance for Learning Innovation, a coalition working to build better research infrastructure in education. Drawing on their extensive experience - from PBS Education to the Department of Education's STEM initiatives - they examine how shifting federal policy could reshape educational innovation and America's global competitiveness. Can a state-centered approach maintain our edge in the talent race? What role should the private sector play? And how can evidence-based practices help reverse these troubling trends in student achievement?Joining them are FAI's Dan Lips and Robert Bellafiore, who bring fresh analysis on reforming federal education R&D to drive better outcomes for American students. This wide-ranging discussion tackles the intersection of education, national security, workforce development and technological innovation at a pivotal moment for American education policy.

n this powerful episode of Training Unleashed, host Evan Hackel sits down with John Leh, CEO of Talented Learning, to explore the transformative impact of AI, XR, and next-gen learning technologies on the future of corporate training. John Leh is Founder, CEO and Lead Analyst at Talented Learning and the Talented Learning Center. John is a fiercely independent consultant, blogger, podcaster, speaker and educator who helps organizations select and implement learning technology strategies, primarily for extended enterprise applications. His advice is based upon more than 25+years of learning-tech industry experience, serving as a trusted LMS selection and sales adviser to hundreds of learning organizations with a total technology spend of more than $100+ million and growing. John would love to connect with John or on LinkedIn. Key Takeaways: AI-Powered Learning: Discover how AI is reshaping content development, from personalized learning paths to adaptive courses tailored for each learner. Extended Reality (XR) in Training: Learn how XR technologies, including virtual and augmented reality, are revolutionizing hands-on training for high-risk industries like manufacturing, aviation, and healthcare. Just-in-Time Learning: Explore the rise of AI-powered learning bots delivering instant, role-specific knowledge when employees need it most. Learning Metrics that Matter: Understand why linking learning initiatives to business metrics is essential for securing executive buy-in and driving measurable impact. Future of Learning Systems: See how AI-driven analytics and real-time performance monitoring are reshaping traditional LMS platforms into dynamic learning ecosystems. Don't miss out on this opportunity to enhance your leadership skills and improve your training programs. Stay inspired and keep learning! Please like, share, and rate our podcast to help us reach more professionals like you. For more episodes visit us at trainingunleashed.net Watch the episode: https://youtu.be/pb_EZxzBMwE Connect with us: https://learning.net/ https://www.facebook.com/thelearningnetwork https://www.instagram.com/tln_solutions/ https://twitter.com/TLN_Solutions https://www.linkedin.com/company/283736 Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of The Resilience Lab with Rex Miller, Melissa Turnbaugh, Senior Principal, Firmwide PreK-12 Market Leader at PBK, shares her vision for transforming education through innovation and intentional design. Melissa discusses how connecting students to nature, fostering creativity, and designing spaces that reflect the identity of their communities can revolutionize the way schools serve their students. She dives into the power of public-private collaboration, the importance of creating equitable and sustainable learning environments, and how small changes—like reimagining outdoor spaces—can inspire pride and connection while addressing larger societal challenges. This conversation is a powerful exploration of how thoughtful design can shape the future of education and the communities it serves. Don't miss this inspiring episode!

Onde se fala sobre as mudanças que a IA poderá trazer ao ambiente escolar, focando-se particularmente na redefinição dos papéis tradicionais de professores e alunos e na introdução de novas ferramentas tecnológicas no processo de ensino-aprendizagem.

Skip the Queue is brought to you by Rubber Cheese, a digital agency that builds remarkable systems and websites for attractions that helps them increase their visitor numbers. Your host is Paul Marden.If you like what you hear, you can subscribe on iTunes, Spotify, and all the usual channels by searching Skip the Queue or visit our website rubbercheese.com/podcast.If you've enjoyed this podcast, please leave us a five star review, it really helps others find us. And remember to follow us on Twitter for your chance to win the books that have been mentioned in this podcast.Competition ends on 11th December 2024. The winner will be contacted via Twitter. Our guests:https://www.wethecurious.org/ Chris Dunford, Sustainability and Science Director at We The Curious As Sustainability and Science Director, Chris Dunford has been responsible for Sustainable Futures at We The Curious since 2011. During that time, he has introduced a sector-leading programme of environmental best practice, innovative technologies, and organisational change. In 2019, We The Curious became the first science centre in the world to declare a climate emergency and pledged to meet ambitious decarbonisation targets in this decade, implemented alongside climate change adaptation.Beyond We The Curious, Chris has held positions as Head of Environmental Sustainability at UKRI, Elected Director of the Bristol Green Capital Partnership, Mentor of Arizona State University's ‘Sustainability in Science Museums' Global Fellowship, and Chair of the ASDC Decarbonisation Group. Chris' background is in science communication and stand-up comedy. https://w5online.co.uk/Victoria Denoon is the Head of Visitor Experience at W5 Science and Discovery Centre.Victoria joined W5 Science and Discovery Centre in March 2020 and has responsibility for all aspects of W5's operations. She is also currently an ASDC Trustee. Prior to joining the team at W5, she worked in Higher Education in the United States for 15 years with a particular interest in advancing the careers of women in STEM fields. http://www.aberdeensciencecentre.org/Bryan Snelling is the CEO of Aberdeen Science Centre. He's been in this position for five years having started in November 2019. Bryan has worked in the visitor attraction sector for 11 years having previously enjoyed 6 years as CEO at The Gordon Highlanders Museum in Aberdeen. Bryan has worked in many sectors during his career including education having worked across the UK in Portsmouth and London before moving to Aberdeen. Bryan is originally from South Wales and in his spare time he enjoys playing the guitar, playing cricket and reading. https://www.sciencecentres.org.uk/Shaaron Leverment is the Chief Executive at The Association for Science and Discovery Centres.Shaaron is the CEO of ASDC and has over 20 years' experience working in science engagement and education. She stands for the value of science centres and museums for social good, as community assets that are accessible and relevant for a more diverse public.Shaaron joined ASDC in 2016 as the Deputy CEO. She is also the co-founding director of 'Explorer Dome' that engages over 70,000 children and adults every year. She leads on a number of national and international programmes and collaborations that aim to improve the relevance and accessibility of STEM for a more diverse public. As a past president of the British Association of Planetaria, she is also currently the EDI co-chair of the International Planetarium Society. Shaaron is mum to two boys, and the owner of a large hairy Golden Retriever.She is part of varied networks, working with schools, universities, science centres, museums and volunteer groups, as well as nation-wide professional associations and Government agencies. She has created and directed national and international (EU) science engagement programmes, including leading the Horizon 2020 Hypatia programme in the UK to support greater gender inclusion in informal science education, and is the driving force behind Our Space Our Future, supporting participative practice in space science outreach.Through work with ASDC, Ecsite and other international partnerships, Shaaron is known for her work to support greater equity and inclusion within our STEM education and engagement organisations, with the ambition of embedding more equitable practice for transformative organisation-wide change. Transcription:  Paul Marden: Welcome to Skip the Queue. A podcast for people working in and working with visitor attractions. I'm your host, Paul Marden. Now, today's episode is a special one. A few days ago I was at the Association for Science and Discovery Centre's annual conference recording in front of a live studio audience. Joined by a panel of the great and good from the Science and Discovery Centre community, Victoria Denoon, Head of Visitor Experience at W5 Science and Discovery Centre. Bryan Snelling, the CEO of Aberdeen Science Centre. Chris Dunford at ASDC Sustainability Group Chair and Sustainability Director at We the Curious. And Shaaron Leverment, the CEO of ASDC. Now, I have to say, this was a bit of a proof of concept for us and we had a few technical gremlins, but whilst the sound quality isn't brilliant, the conversations absolutely were. Paul Marden: So without further ado, let's go over to that recording I took a couple of days ago. Why don't we start with our icebreaker questions? So this is a tradition for the podcast and nobody has been prepared for this. So, Victoria, you'll like this one. It's a really easy one. Bauble or custard cream? Victoria Denoon: You said it was going to be easy. Paul Marden: Oh, no, I could give you my answer straight away. It's a firmly held belief for me. Of course, it's the only answer to that question. Bryan, you have to live in a sitcom for the rest of your life. Which one? And why? Bryan Snelling: Oh God, can I have the ball? But do you know what? The only one that sprung to mind was Only Fools and Horses. I think, you know, a bit of dodgy dealing here and there. Can't go wrong with that, I think. Yeah, Wheeler dealing, you know what I mean? Paul Marden: One day Wanda's There'll be millionaires. Chris, play 10 instruments or speak 10 languages. Chris Dunford: Oh, horrible. I'm going to go for 10 instruments because I feel as if Google can do the rest. But 10 instruments? I can finally record my own albums. Paul Marden: And Shaaron, last but not least, control time like Hermione or Fly Like Harry. Shaaron Leverment: Oh, God, fly Like Harry, Paul Marden: Really? Shaaron Leverment: Yeah, yeah, 100%. Paul Marden: You don't need a time turner to be in every session. That wasn't the latest question at all. Okay, let's get cracking then with the main interview. Shaaron, first question is for you. This year and next sees the 25th anniversary of the millennium funded science centers which saw a huge amount of investments into science communic engagement across the country. What did that do to shape science in the last quarter of the century? And where do you think it will take us next. Shaaron Leverment: Great question. Paul Marden: Thank you. Shaaron Leverment: Like 25 years ago, as I mentioned in my talk, even no one really knew what science communication was. You know, now obviously there's masters in it, there's people who are doing PhDs in it and I think it's actually becoming a very important part of policy and recognised as strategically important in terms of the way in which nation engages with science. And I do believe that's because we have these amazing places across the U.K. now. Let's be honest, like a lot of them existed beforehand. There was at least 6, including Satrasphere, which is now Aberdeen Science Centre, which existed before the Millennium centers. And then suddenly all of these centers were. But now we've got 60, nearly 70 across the entire places. The Lost Shore is just open, which is all about surf and science. Shaaron Leverment: I think science, referring to one of our keynotes, is really becoming part of culture. And then we're no longer looking at sort of museums and centres as like cathedrals of science. We're looking at them as real kind of cultural and community assets. So that's where I think. I think that's where the trajectory is going for the next 25 years. I'll just wrap that into the end of that. Paul Marden: This is a follow up for that and really anyone can join in on this one. Thinking more about where we go in the next 25 years, let's talk about funding streams because we had a big lump of money back just before the millennium projects get them kicked off and we're unlikely to see that level of lottery funding again. So how can centres, after all, they are visitor attractions and charities in many cases. How do they diversify their income streams? Victoria Denoon: I think there's two things about that and one's really important from the ASDC perspective because there's what we can do individually, but there's also what we can do collectively as a network. So you know, we are looking at that particularly from the Millennium Science Centre perspective. Victoria Denoon: And obviously that's a bigger voice if we do that together. So that's really important to have those conversations. At W5 we do that by increasing what we do for corporate hire. We do a W5 late program, which is an 18 plus evenings for adults to come down. And because we're going to be 25 years old next year, there's that nostalgia that really helps sell that. So we're looking at key events to drive revenue across the year to really get more people in our door who wouldn't come to us otherwise. Bryan Snelling: Yeah, I think it's obviously very important to diversify our income. But what we're talking about here, in terms of the money we got in 2019, you're only really going to get that sort of money again from very large institutions or government. And I think whether you're trying to persuade an individual to come and visit your science centre or local, national, devolved governments to give you money, it's all about the message that you're sending. It's about the science centres are really important part, and we were talking about it earlier on, the culture of what we're doing here. So whether you're just one individual or a multinational that has big bucks, you've really got to try and make them understand that. Chris Dunford: I think it's. Yeah, I think it's almost as well as diversifying to new funders, it's also diversifying what the existing funders will be happy to fund, because I think the funders understandably want the shiny new exhibition, the lovely new outreach in the brand advance, the school workshop photo opportunity. And those are all good things. And we couldn't do those things without the funders. But they'll need to. As these buildings getting older, they need to recognize at some point that those things can take place in the building where the roof leaks and it closes in the summer because the heat wave and the cooling system can't keep up. So I think if you're saying to the funders, yes, you can support this workshop, but we will need some contribution towards the rooms that the workshop take place in. Chris Dunford: So I think it'd be helpful to understand that. And to do that, we just need to make the case better to our value. So it's not just this extra news thing, but day to day supporting us to literally keep the lights on and keep the rain out of the roof. Bryan Snelling: Can I just add, I think there's also an important thing here about mission drift. We should be true to our own mission. We should know where we're going, our direction, and not have as much as possible. Because I understand it's a balance. Not have as much as possible. The funder direct what we do. It should be the other way around, or at least. And one of the big words of this conference that I've heard is collaboration. And we shouldn't just be doing it all the money, we should be actually understanding this is what we should be doing and this is how we're going. You should be coming on board with us. Paul Marden: You risk the tail wagging the dog, don't you? If all you do is chase the sources of funding. And you do that in a haphazard way. It's got to follow, as you say, it's got to follow the mission and the core values of the centre. Victoria Denoon: And it is a relationship, you know, it's like philanthropy and, you know, universities doing their work with donors. I mean, you really do have to have mutual respect and understanding and be looking for sponsors or funders or partners who have the same mission and values that you do. That conversation becomes a lot easier. Paul Marden: Absolutely. Shaaron, any thoughts? Shaaron Leverment: I think I agree with what they're saying. It's really well put. Paul Marden: This is an audience question and this is from Kate Allen from Purple Stars. And she asked me, is the A in steam in cooperate and why it's not a binary question. Chris Dunford: Right. Bryan Snelling: Look it up. Victoria Denoon: Yes. Bryan Snelling: Did you see the inflection in that? Paul Marden: Absolutely. Bryan Snelling: I think it's a two way process. I think that the A is very important. And again, I'm gonna repeat myself, but I think it's been a big part of what the conference has been about and it's been about collaboration. Yes, it's important, but it's a two way process because it's not all about us incorporating the arts. It's also about the arts incorporating the st, the E and the M and the science elements. So I think it's a two way process at the moment. I feel this is just my own opinion that it's a little bit more give than take. Shaaron Leverment: I think there's an interesting, you know, there's an interesting conversation of like, do you need an artist for it to be art? What is art and what is science? You know, and actually, you know, so much of, you know, the engagements that we see involve huge creativity, kids making planets and things like that in science. I do think that we need to use all the tools to get across these massive ideas. And I don't actually even know what science is anyway, so I'm on the back. Shaaron Leverment: And I also noticed in Tom Crick, when he was looking at the curriculum, they separate mathematics and numeracy from science and tech, you know, and so in science, tech engineering is often considered the invisible E in stem. Maths is often considered the invisible M in STEM in science and discovery centres, you know, and so the arts as well. I fully believe that we need to be trans and multidisciplinary 100%. But you know, I think it includes, you know, the music and everything. I think includes absolutely everything. So maybe these acronyms, which is not, they're not useful at all. Paul Marden: I don't think it helps. One of the things that we talked about when we first. We were spinning ideas around this episode, weren't we? And you talked about the idea that you shocked me, that science matters to me and I care about it. And it's something that I enjoy doing with my family. And to consider that isn't for the government to consider. That's not really part of culture because they're funded quite separately. It offends my roles, I think. Shaaron Leverment: But also, you know, it's just another beautiful way of looking at the world. You might look up at a night sky, you know, like Mara or Kilda, like we're hearing by Este. And you might look at it with eyes where you're just wondering at the jewelry of creation or making pictures in the stars. Or you might also be wondering about, well, maybe there's a planet out there. Shaaron Leverment: And I think you can look with all eyes and you can. It's all in wonder. And the fact that they are segregated, it comes back to school science, I think. I think actually in the normal world, as human beings, we don't have to separate them, but it's just very hard, especially when these are crazy funding lines. Like Tom mentioned the difference. I did not know that festivals are considered part of culture, but science festivals aren't. It's madness. Chris Dunford: It also depends in a way what you're doing. So if you're putting the A into STEAM  because you say that as a society, as a cultural attraction, we want to involve ourselves, then obviously, yes, we don't want to. You know, it's inclusive because as Shaaron said, they can. They bring different things to the table. But if you're putting an A in there because you're saying that art is the same as the others, then they're no different. But that's good. It's good that art and science kind of behave in different ways. So. So they both start with an idea or a question. They can both be kind of curious or stimulated by something. But then whether we do night sky or whatever, the way that art might scrutinise the night sky would be different to the way that science will scrutinise. And that's fine. Chris Dunford: They can complement each other. It's not. You need to recognize the differences in those kind of, I don't know, the intellectual disciplines, so they can support each other rather than say, well, artists, science, design. It's not as simple as that. They're different, but that's okay. Victoria Denoon: I do think they play a part together in making things more accessible to people. So if you look at major technology companies, they focus just as much on the design and the look of some of their products as they do on the actual technology that goes into them. So there's a lovely added experience there with putting that together. I think it's very important, but for different reasons. Paul Marden: Absolutely. There's been a lot of talk at the conference about diversity and inclusivity. To a certain extent, inclusion is about understanding who your audience is and understanding what it is that they need. Paul Marden: So let's dig into that about your three science centres. What are the customer demographics, what does the audience look like and what areas of diversity and inclusion are important to them? Victoria Denoon: Well, I think that assumes we've actually asked our audiences, you know, what is important to them. And I don't, you know, I'd like to sort of throw that over to other representatives for science centres because we have done some of that, but we probably haven't done it enough to be able to actually answer that question. That's something we are really looking at because we have a lot of different information about the demographics, but not really what they want to see us do. So we're looking at different focus groups and how to involve more people in that to get a better picture of that for our particular science centre. Bryan Snelling: I think we were very lucky to receive a lot of well enough ISF funding plus local funding to completely overhaul our science centre four years ago. What happened four years ago, it was wonderful. But as Shaaron said, we're actually not a millennium sites and we've been going for 36 years. I think tech request, slightly longer than us, Shaaron Leverment: 38.Bryan Snelling: There we go. But not many longer than us. But over that time we've asked and we found out a lot of information about what our visitors wanted. And similar to what Victoria said, we don't necessarily ask enough. We recognise that's a bad thing. We need and we are putting in place and now to evaluate to get feedback more. But back then were very aware of sort of things that we needed to do. We needed to be wheelchair user friendly. Bryan Snelling: So everything is now accessible throughout the science centre. We're one of the lucky places that have a changing places facility which is incredibly good and it's gone down very well. We also have a sensory space which was retrofitted admittedly. But if you look at our feedback on the online, that's gone down fantastically well and it allows some of our neurosensitive visitors just to calm down, go there and just take a moment and then come back and I think the very fact that we're a science centre, it's very hands on, it's very stimulating. Bryan Snelling: So having that has been a real wonderful addition to what we've got. And I think we've also got to remember financial inclusion. So a lot of the sort of sponsorship that we look for is to work with in Scotland. It's called simd, the Scottish Index for Multiple Deprivation. Chris Dunford: I'm sure there's a similar thing in England, but I want to know what it is. Paul Marden: We'll talk about that in a minute. Bryan Snelling: But we a lot of again, it's not mission drift when you are also doing it. A lot of our funders want to give us money so we can support those maybe who don't have as much money as the rest of us. So all of these things we've taken into account and parts of what we do at the science centre. Chris Dunford: Yeah. I suppose the question ultimately is when we ask our visitors what does inclusion, diversity mean to them, we won't get the answer we need. And that's because if you have a certain demographic who are visiting and you ask them diversity, inclusion, then obviously they will speak from their own life experience. But actually the people need to ask the people who aren't visiting. So in that respect, I mean the things we draw upon, we work closely with things like local council, so we have access to their data of who's living in the city and who's facing areas of deprivation and that kind of thing. Chris Dunford: So you can kind of fairly accurately figure out who's around you in your community and who's around you in your community isn't mirroring who's coming through the door and straight away you know where your focus areas are and the reason they might not be visiting, it might be economic, but it could also because there's things that you do unintentionally. It makes it look like you're not for them. Paul Marden: Yes. Chris Dunford: So only by engaging with them, seeing you through their eyes, will you understand maybe why you've been doing a thing which wasn't encouraged when they through the door. I suppose the last thing to say on that is often it's very tempting to think the inclusion thing is going to be groups that can't afford to visit and therefore Chapel saying it may be then detracting from the purely commercial enterprise we need to do to keep the buildings open and running. Chris Dunford: And for some areas who cannot afford to visit, then yes, that's an important part of what you do. But there could be areas, community who aren't visiting. And they can afford to visit because for some reason you're not currently for them, you can become for them. And you've also opened up a whole other market as well. So whether you're looking at it because you want more visitors financially, or you're looking at it because you want to be able to reach everyone, you need to ask who's in the city, who isn't here currently visiting and can we find out why they're not visiting? And then we just work through those challenge at a time until you hopefully are truly reflecting those around you. Paul Marden: I was at a Museum and Heritage Show earlier this year. There was a really interesting talk about inclusivity and making places accessible. And one of the key facts was that people that need an accessible place to visit, if they don't know something is accessible because you haven't communicated it properly, they will assume you are not accessible. And so having the changing places toilet and the sensory room is amazing. But you also have to communicate that to people in order for them to come and feel like it is a place for them. And that's. You're right, it's not about the charitable end of the organisation. It can be just a commercial thing. When you tell that story simply and easily for people, all of a sudden you are not going to market. Shaaron Leverment: We're sort of encouraging people. We've got an accessibility conference coming up in May which will be hosted by Winchester. And hopefully between now and then we can really support people with some of these amazing visual stories. Because I think you're absolutely right that you do need to know if it's accessible. You need to know what facilities you need to have those opportunities to know that there's a quiet space and what to expect. And then someone, honestly, if they know what's there and what's not there, then that's enough. Paul Marden: I've talked about this example before podcast, but Skipton Town Hall is an amazing example. They've got a museum whose name escapes me, but they won last year's Kids in Museum's Family Friendly award. But they have an amazing page that talks about their accessibilities with photos and videos where you can see the entrance, every entrance to the building and where that entrance will lead you to. It shows you the changing places toilet. You know, they are making it super easy for you to be able to understand that. And it's on your page, but it's a page that's hugely valuable on their website. Victoria Denoon: I think just beyond what you can do on your own. Site for that. There are organisations you can work with that tell people the story about what attractions in their area are accessible. So making sure you know who those groups are and working with them to get your story out and how you can support that's really important. Paul Marden: I've got Tudor in front of me from Eureka and I know that's something that Eureka has done a lot of is communicating the accessibility of what they deeds the outside world. I'm going to take your Scottish index of multiple deprivation and take that back to the uk. I'm going to talk a little bit about Cambridge Science Centre because they've passed two weeks ago, they've just opened their new building and one of the things that they talked about on the podcast with me was that part of the motivation for locating it on Cambridge Science park was because it is cheap by jail with one of the areas of multiple deprivation within the city. Paul Marden: They run youth groups in that area and what they found was that even though these kids are in a youth group associated with the Science centre and they are right next door to the Science park, those kids don't feel that a career in Science in the UK's hotspot for tech is a place where they could end up. Paul Marden: They just don't feel like it is of them. So how do we help those kids and families in those areas feel like science centres are for them and a career in the future and in science and tech is an opportunity for them? Bryan Snelling: I think when were redesigning the Aberdeen Science Centre, as I said, the only thing that's still there because It's a Category 2 listed building is the outer walls. But what we looked at that time was we said, well, how can we make it relevant to the northeast of Scotland? So we have three zones in the Science Centre which relates to either the up and coming or very much mature economies up there. We have an energy zone, of course we do, but space, you know, Shetland is on our patch, big patch, so is Sutherland and those of you who know Scotland, very big patch. That sort of space is a big part of what's happening up in northeast Scotland, but also life sciences. So we made it relevant so that people on an everyday sort of and kids can sort of relate to things. Bryan Snelling: I think we're the only city and people will help me out here and bring me down to size if that's the case. We have hydrogen buses in Aberdeen. I think we're one of the only, let's go like that. One of the only cities that currently do that and they see these things travelling through the city centre every day. But you know, they want to know more about that. So it's about making it relevant, making it day to day obvious that this, you can work in this because actually it's there or it's that or it's yes. The other thing is about showing the other careers that you can link it, you can focusing on space, but there's more than just that. You somebody said, yes, you also need to have a chef in the Antarctica. Bryan Snelling: So show them the other careers actually link in with this sort of and just make it relevant. Chris Dunford: Yeah, and I think obviously if you've got sections of society where there's young people who feel that science isn't for them, I think the first thing to recognise obviously is that they are in their lives. They're obviously getting messages that are telling them that's the case in the way in which children from other backgrounds are getting messages telling them what science is for them. And you can see that through the lens of the science capital. You can't control all of those, but you can control how you interact with them. Now, obviously what Cambridge did is they were able to physically relocate. Most of us aren't in that position in terms of the whole building, although that reached us the ability to do that on a complete short term basis. Chris Dunford: But I think again it's recognising that inclusion work is so much more than just kind of saying, “Hey, we are free. Why don't you come along today and you can visit for free or whatever.” It's the diversity of your staff and that's across the organisation. Because if they visit and they see someone that looks like them and that tells them that it is for them in a way in which it's going to be very difficult to do with the people actually working there don't look like people they would recognise as being in that kind of group in that way. It's about the activities themselves. So again, the ideas of kind of co development. So if you develop activities, rather than guess what you think they would like, just find out what they would like and involve them in those activities. Chris Dunford: So inclusion is difficult and it takes a lot of time because you can't just kind of put a sign on the door and say work for you now. You need to change the organisation. So it is enabling them to visit and then to keep that relationship going. That's the other thing that's very difficult. But I think if you did one funded visit and they came once and that was it, that might not be Enough to make them go, “Oh, so I can't be a scientist.” You get some kind of relationship with them going on over time. So yeah, it's a long, drawn out process, which means you need to look very hard at yourself and be prepared and brave to make changes in your own organisation. Because unintentionally you are probably putting some of the barriers there yourselves. Shaaron Leverment: I just want to echo that it really is about building those relationships. We ran a program called Explorer Universe across eight centres. And you know, we were all about extra partnerships and being brave and making new engagement to people who would never have thought to come through your doors. And you know, it ended up being like a year long of partnership building and then those relationships and almost all the programs were outreach. Some of them ended up, you know, as a celebratory event coming through the science centre. But it was very much going to where the kids were going to their space, you know, physically and emotionally and mentally, whatever, and working in partnership. So if you don't have the staff that reflect that community, then you can work in partnership and create those moments. Shaaron Leverment: And then when they do come to the centre, be there at the front door to welcome them. You know, I know you and it's very much, you know, like an experience floor In North Wales. Were working in a playground, you know, and talking all about them jumping off the playground with like parachutes, talking about friction and stuff like that. And one of the best quotes from that was like, I didn't realise this was science. You're like turning what they are doing and saying that you are a techie, techie person, you are a sciencey person, you are an engineer. That's what it is. Shaaron Leverment: You know, it's not saying this is what science is, you know, it's changing the capital that they have already into science capital to know that they are already inherent, as Osley said, inherent sort of scientists anyway. Paul Marden: Yes. Shaaron Leverment: So, yeah.Victoria Denoon: I think science centres are in a really wonderful space here to be able to do that because, you know, we do build relationships with community groups and schools all the time. And research has shown that these young people, why they see themselves in relation to their peers, that will attract them more than anything else into potential careers in science. So having a space where people can come and, you know, we don't tell them, don't touch that, don't do that. Victoria Denoon: You know, they can really fully get hands on and engage in things and having that opportunity. We just opened two years ago, our Learning Innovation for Everyone Space. We offer free school programs there, particularly in partnership with Microsoft and do coding workshops and things like that and lots of other activities and you can also do OCN accredited programs with us there. So it's really about getting them together as a group of their peers and showing them what's possible in that space. Paul Marden: That's amazing. So I'm a dev by background. Telling the story of Computer Science is not something that you see in every science centre that you go to. The whole kind of the history of computing, it exists in places, there are pockets of it. But it's not something that I want to coding club as well. But how many of my kids could go to a local science centre and feel that what they're doing when they're coding the robot and building some Lego is related to something that they see when they're at the science centre and that there's a mental leap to go from this fun thing that we're doing with this robot to the career that is amazing that I could have in the future. It's really hard. Paul Marden: Talking of kids, I'm a trustee at Kids in Museum and we talk a lot about getting the voice of young people who visit attractions and young people, they're worthy, they're in their career and incorporating that into the decision making, strategic direction of museums and science centres. I think it's definitely really important when we talk about climate emergency to get that younger voice in so that trustees don't all look like me. Let's talk a little bit about the youth platform and how you incorporate the youth voice into what you guys do. Who wants to take that one first? I can spot who cracks first. Bryan Snelling: Okay. I'm not very good at this, am I? You are very good. No, but I'm actually quite proud of what we do at Aberdeen. We about a year and a bit ago introduced a STEM youth ball and we're very pleased with that. We actually work with a local festival so it's ourselves and Aberdeen Tech Fest that jointly I say support, but actually they support us. The youth board, it's made up of secondary school kids, young people and last year was a pilot year and it went very well. We're now looking at developing it further. But what they do is they look at what they want to do, they work out what they want to do within a board situation. Bryan Snelling: They've got all the usual bits, chair and the secretary, but they work out that they want to deliver this program and then they'll go away, work together on the delivery of that program. They'll also work out the marketing side of things. They'll also do all of that. But I also, and my counterpart with TechFest also bring our ideas and say what do you think about this? And they give us a very. Paul Marden: Take some of them and rubbish a few I guess.Bryan Snelling: That's what it's for. Paul Marden: Exactly. Bryan Snelling: I mean, let's get out of the way in a safe space before we then go ahead and spend money on this thing. Paul Marden: The most brutal focus could possibly bring together. Bryan Snelling: But we're very pleased with that. The other thing that we're currently looking at doing is working with local university, Robert Goldman University, especially the architecture school, to redevelop our outer area, the garden. It was the only area that wasn't developed when we did inside. And we undertook a number of brainstorming sessions with the youngsters and I mean your 5 to 12 year olds to get their input. And we did that a number of ways, remember drawing or talking or writing, whatever. And that was really interesting. We'd obviously, as the adults had done a similar thing but what they brought was a completely different point of view and it's wonderful. Paul Marden: Excellent. Victoria, you can't not look at teacher. It's only going to encourage me to. Victoria Denoon: No, I think you know, to what Bryan was saying there. We haven't started yet but we're looking at this idea of creating a Y suite, you know, which is our youth suite, which would be young people that will come in and kind of meet once a quarter to help us with some of those decisions. Bryan was talking about Inspiring Science Fund. We also did a huge renovation at W5 as a result of that and that involved a lot of consultation with young people, with teachers, et cetera. And we do a lot of youth led programs but we're looking at really how do we engage that in this more strategic direction going forward. Paul Marden: I think it's hugely valuable, isn't it? When you take it from a consultation point to something that is actually helping to drive the strategy of the organisation. It's transformational. Sharoon, do you have any thoughts about that? Shaaron Leverment: Yeah, I mean I sort of see it from a bird's eye view really, you know. But you know we have our Youth Voice Award because last year our volunteers award was won by. Part of our volunteers award was won by Winchester young group of environmental activists that were really doing great things down at Winchester Science Centre and influencing one seekers charity. And anyone who was at dinner last night, you might have seen the video from Zed King who has done so much work supporting Centre for Life and making massive changes there and not just there, like actually across the network. We are. So we've got this Youth Voice award as one of the only awards that we give because it is so important. We are all about. Not all about, but we are a lot about young people. Shaaron Leverment: So they need to have voice but it's very difficult to be sure how to do that and to make sure that we're not putting too much pressure. I mean here at this conference you can. There we've got some young people coming in showing their bio robots. We've got. Obviously we had the Esports award last night and our next keynote we've got two younger panel members to do a discussion about eco anxiety and how that feels for them to influence the way in which we think about our climate engagement from the voices of people who are experiencing it and experiencing this massive grief and anxiety about their own futures. So yeah, there's a lot of work going on obviously over in Armagh as well, you know, especially with autistic families and you know, I think it's. Shaaron Leverment: Yeah, it's a growing area and we're putting a lot of effort into encouraging like hearing these stories and different things and you know, I know we the curated. Well, with your authority sharing, I might just throw that over to you. I mean I think that's a great piece of work. Chris Dunford: Yeah. On the climate side especially. One thing we've done in the past is work with Bristol City Council, Youth Council, I think I might say most councils will have something like this because they then feed into the UK lean Parliament. I think that's really useful for two reasons. Firstly, because it gives them a space when you talk about climate issues. But secondly, it's helping them to understand the process of democracy, which young people's possibly more important now than ever. I think that's really key because I think what often happens, especially at events like cop, is that inside the room you've got the politicians and decision makers who are struggling with this really difficult challenge of how do we decarbonise and knowing there isn't an easy thing to fix it. Chris Dunford: It's going to be a lot of trailblazers, compromise, a lot of hard work outside where you've got the young people kind of screaming desperately do something, finally find the solution and then have these two different worlds. So I think if you could bring those together to bring the youth Voice into those conversations. What are the trade offs? What are the decisions? Because the consequence of decisions they inherit not us. But also it's useful for young people because it helps them understand that there isn't an easy solution and yes, there's going on strike and it's making the message clear, but there's getting into discussion of what are the trade offs, what are the compromises, and that's how a democracy works. I think that's really useful. Chris Dunford: But the other thing I'd say is if you're going to engage with young people on this and also be prepared for the fact that they're clear, they know what they want and they want the allies to take action. So if you say to them, great, there's time to change that, you're creating a youth board so you can learn about climate change, they'll say, yes, but what are you doing to reduce your carbon emissions? So we're doing this group and we're going to get your views on that. Thank you, that's fine. What are you doing to reduce your carbon emissions? So if you're going to enter into this space, they know what they want from us. They want to take action to create deep, radical and rapid decarbonisation. Chris Dunford: So be prepared for that question because they will ask it and it's the right to ask it. We need to do stuff as well as having board. At the same time, you've got to be taking the action to show that you're copying the agency, what they want. Shaaron Leverment: Have you seen the recent DCMS call as well? I mean, it's obviously strategically important at government as well. So all funders and DCMS in particular are making an election in this. So, yeah, leading the way. Paul Marden: A beautiful segue to my next question, which is what, Chris, this one's for you really is what are ASDC members doing ahead of national targets to reach net zero? Chris Dunford: Yeah. So it's probably worth just causing phone. So, in terms of the national target, for anyone who isn't aware, net zero for the UK is 2050. And net zero essentially means that your carbon emissions are down to zero or they're not zero, then you're offsetting what emissions you are creating. So the balance of the atmosphere is 2 0. And it's really hard. And the reason it's really hard, whether you're a government or an organisation, is you're following the greenhouse gas protocol, which means it's across all three scopes, which essentially means it's the stuff you expect. Chris Dunford: So it's the energy from the grid, it's your fuel and vehicles, it's burning gas in your home or places where, but it's also emissions from all the stuff that you buy and the investments from your bank and your pensions and it's the emissions from your business who travel to visit you. It's huge. It's very complex. So it's difficult. That's essentially what it means, the claim in terms of what sciences are doing. So it's a mixed back. There's plenty of science centers who still don't have a specific claim decarbonisation target, whether that be net zero or 2050 or sooner. So that's one issue I think we need to. Those who have done that piece of work have to work those who haven't to support them, enable them and encourage them to create a space where they can do. Chris Dunford: Because your Internet provider probably has a Net Zero pledge on their website, your supermarket certainly does. Your local council will, your university. So with science centres, it might seem strange that we're actually behind those players rather than leaving it. And of those that do have targets, there's probably about seven science centres in the network. This is student, big museum. So in terms of. In terms of the main science centres and then Tampa Gardens and museums, if you include them, there's probably about 11 organisations who have a kind of a decarbonisation net zero net neutral aimed before 2015. They're mostly around 2030. And again, that's really hard. And those organisations are now figuring out what that means and just how difficult that is. Chris Dunford: There is also even project who have boldly gone for a net positive to say they'll actually be removing more carbon than releasing by 2030. But it's really hard. And the reason it's hard for science centres is we're not Marks and Spencers. We can't just hire a stable team overnight and throw money at this problem. So we're renting some organisations who are tight on time and money who now to take on this huge challenge. That doesn't excuse us from the challenge. So there's no easy solution on the fact that we have to put resource into this. And I think that's why there aren't more Net Zero aims on websites for the centres at the moment. But I think we can get there. We need to recognise it's hard. Chris Dunford: And finally, if you are doing lots of engagement, as I said with schools, then again you need to be backing this up with some kind of Net zero. So it's a mixed bag of the network. There's probably about 10 or so that have specific net zero aims and they're mostly around 2030, 2040. But my prediction is in the coming years, those organisations are going to make some really hard choices and actually say how they're going to do that, because we know from experience it's really difficult. But that doesn't mean you shouldn't be doing it. It means you have to push even harder than you were before. Paul Marden: Thank you. Bryan Snelling: Can I add something? Paul Marden: Of course. Bryan Snelling: I think decarbonisation is an important message, full stop, especially in Aberdeen, for obvious reasons. I hope we feel that we have an important duty almost to the visitors to the northeast of Scotland and beyond. Because I think how can we talk the talk about decarbonisation if we don't walk the walk? So there's an internal thing, which notwithstanding how difficult it is, we're just starting down that route. We've had an energy audit done of ourselves. We're now in the process of working out what that roadmap is, or maybe it should be a cycle path road towards net zero, but we need to work that out. But on the other side, we're also tasked with telling people, this is what you should be doing. This is the energy transition. Bryan Snelling: This is how you renewable energy in the future. So how can you do both? How can you do one without the other one? I mean, and I think we just need to be aware of that. And I think as the future goes back to the very first question about what's happening in the future, that's all big part of what we need to be looking at.Paul Marden: Conference is all about shaping future science together. What's your take home message from the different talks that you've been to, or possibly because we've not finished the conference yet that you're looking forward to. What's the standout moment? I know. So I would say for me, the standout moment was last night's awards. I mean, if you weren't overtaken by Zed's video, if you weren't moved by Hamish talking about. And for me, what they both demonstrated is that volunteering and engagement is a conversation. It's a two way street, isn't it? Because they weren't just there as a resource doing things, they were getting something from the relationship and giving back to the sense, etc. At the same time. For me, that bit was the most powerful. Shaaron Leverment: Yeah. And I think actually, you know, there's a lot of emotion there, you know, and it's incredible to someone stand up and say science and you saved my life. Paul Marden: Yes. Shaaron Leverment: You know, I think it was just incredible and very brave. And I think that kind of bringing that emotion into science, it's really important and remembering the people, even people. I think there's been quite a few messages about, you know, the safe spaces that we provide and that interaction with people and that genuine understanding. I think I'm really excited about. We're no longer sort of let science speak for itself and we're not going. Shaaron Leverment: You know, I think people are socially connecting and using emotion a lot more because first we feel right, first we feel and that is what our inclusive outcomes are all about. That it's what makes a difference for someone who is disengaged and doesn't feel that science and technology could be for them to feeling that maybe there's a place they need to feel they belong. So I'm really excited about that aspect of it. I also agree with everything that the elders are about. Bryan Snelling: Really. Shaaron Leverment: Yeah. Chris Dunford: I think several things yesterday for me resonated with the thing which Stephen Breslin said at the very start, which is that we come to these conferences anxious and slightly overwhelmed by the challenges we're facing and leaves feeling energized and positive with at least some of the solutions. And I think that's. That's a similar pattern that I experienced with these conferences. And I think through that lens I've been listening to all the challenges yesterday. And it's just our job is hard and potentially getting harder and as it gets harder, it's more important to society than ever. And I think that's the main thing I'm taking away. Chris Dunford: And I don't just mean things like the inclusion work and the decarbonisation work which we've spoken about during this session, but even things like one of the sessions that really stuck me yesterday was where the Science museum were talking in the lightning talks about their new AI exhibition and the fact that when all the many centers open they could have exhibits that explained Google of motion by pendulums and spinning things. A physical thing. And now we're having to have conversations about AI where there is no physical thing you can hold in your hands. Chris Dunford: There's a historical artefact, it's a circuit board doesn't tell you anything about what circuit board really does in terms of how it impacts society and how are we going to do science communication, science engagement around these challenging issues like AI which are then mounted up with all these kind of social problems with them, which again, the laws of motion that we come with. So, so I suppose I'm going away with that is the fact that our creativity is going to be tested more than before and our ingenuity and our ability to collaborate beyond our initial partners. So, yeah, for me, weirdly, it's about the science communication side and things like AI are going to make that really challenging. And how are we going to do that? Any of the answers other than the fact that we know we're not doing it alone, we're doing it as a network. And that's obviously big talk. Victoria Denoon: Yeah, I think it's the same thing. That remark by Stephen really is something that stuck with me because I did come here as well, thinking about the challenges we're facing, not just as a Science and Discovery centre, but also politically at the moment and just how pessimistic you can be about things. And really being in this conference with all of these amazing people makes you feel more optimistic about things and I think that's just really powerful and it carries you through. So for me, that's. And I think some of the conversations that have been happening here, I feel like since last year we've made a huge jump in terms of where the impact of our network is going with other people. And, you know, Tom's talk this morning really brought that home a little bit as well. So I'm feeling very optimistic. Paul Marden: Thank you. We always end our interviews with a book recommendation, which can be personal or professional. So, Victoria, do you want to share yours with everyone? Victoria Denoon: Well, I think when were talking about this, it was like, what's your favourite book? And for me, my favourite book is actually Pride and Prejudice. It's a book I would read over and could read over and over again. Jane Austen's musings. Paul Marden: Excellent. Bryan. Bryan Snelling: You know, this is the most difficult question that you're going to be putting to us. I've read, you know, fiction most of my life. I mean, you can't. I've always got a book, always looking at a book. So I don't actually have favourites. Why is it favourites? What I can say is my most recent book that I've read was the Thursday we're at the Club by Rich Lawson, which is quite nice. The most profound one was actually 1984. I read that when I was about 18 and I thought, wow. And that was really quite interesting. Followed swiftly by Animal Farm, of course. Paul Marden: So that's three recommendations bankrupt me over. Chris. Chris Dunford: So I've gone for War of the Worlds by H.G. Wells. I'm a big fan of, like, old sci fi books. It's different to modern sci fi. Sci fi books like Jules Byrne and H.G. Wells will just ramble on pages about scientific theories at the time. Things they read in nature. So it's genuinely kind of science fiction. But War of the Royals because it's just. It scares me every time I read it. Like it still scares me. Absolutely. And I quite enjoy that. And I don't know why. And there's something about the complete, you know, civilisation. Actually some shouldn't put on this thread too hard, but there's something fascinating about that. Kind of, as he describes it, the liquefaction of society is everything kind of falls apart and every time I pick it up, I'm terrified and I pick it up again, I'm still terrible. Paul Marden: Shaaron, lastly, yours. Shaaron Leverment: I had forgotten this is a question. Paul Marden: Chris had three books, so you can choose. Shaaron Leverment: I'll go for in my. In my head I go for I just off the cup. The Martian is great. When it's got a little bit tiresome with the whole potatoes, improve it. But it is a brilliant. Yeah, it's great. Paul Marden: We are done. If you enjoyed today's episode, please like and subscribe on Apple Podcasts or Spotify. Thank you to my guests Victoria, Bryan, Chris and Shaaron, and my amazing ASDC Live studio audience. Paul Marden: Thanks for listening to Skip the Queue. If you've enjoyed this podcast, please leave us a five star review. It really helps others find us. And remember to follow us on Twitter for your chance to win the books that have been mentioned. Skip The Queue is brought to you by Rubber Cheese, a digital agency that builds remarkable systems and websites for attractions that helps them increase their visitor numbers. You can find show notes and transcriptions from this episode and more over on our website, SkiptheQueue.fm. The 2024 Visitor Attraction Website Survey is now LIVE! Dive into groundbreaking benchmarks for the industryGain a better understanding of how to achieve the highest conversion ratesExplore the "why" behind visitor attraction site performanceLearn the impact of website optimisation and visitor engagement on conversion ratesUncover key steps to enhance user experience for greater conversionsDownload the 2024 Rubber Cheese Visitor Attraction Website Survey Report

It's YOUR time to #EdUp In this episode, #977, brought to YOU by the ⁠⁠MSCHE 2024⁠⁠ conference, & the ⁠⁠InsightsEDU⁠⁠ 2025 conference YOUR guest is⁠ Sara Schapiro,⁠ Executive Director, ⁠Alliance for Learning & Innovation YOUR host is ⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio Why is education R&D critically underfunded at $642M compared to other sectors? How is ALi working to advance bipartisan support for education research? What role can R&D play in addressing post-COVID learning challenges? How can we better connect research to classroom practice? What opportunities does AI present for education innovation? Ad-Free & extended conversation ONLY for #EdUp subscribers includes: Sarah's insights on using AI to address the speech pathologist shortage Sarah's approach to equity in education research Thoughts on expanding R&D funding for HBCUs, MSIs & TCUs Listen in to #EdUp! Want to accelerate YOUR professional development? Want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more? Want to get all this while helping to sustain EdUp, for only $2.99 a month? Then subscribe today to lock in YOUR $2.99/m life long founders rate! This offer will end on December 31, 2024! ⁠⁠⁠BECOME A SUBSCRIBER TODAY!⁠⁠⁠ Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠ ● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠⁠! We make education YOUR business!

On this episode, Beth Barrie, Vice Provost of Teaching and Learning Innovation at the University of Nevada, Las Vegas, discusses the evolving policies around microcredentials and how to be more aligned with internal and external stakeholders. 

Send us a textDr. David Reyes serves as the Talent & Leadership Development Manager at Southwest Airlines, overseeing the Leadership Development Programs strategy and execution. Before his work in Talent Development, he served in administration in higher education and continues to teach as an adjunct professor for Communication and Leadership classes. In 2021, David received his Doctorate of Education and studied the social responsibility and the efficacy of Leadership Educators and practitioners. David has been married to Madison for 8 years, and they have two children, Judah (3) and Nora (1 month).A Quote From This Episode"We should not be the sage on the stage but to be the guide on the side."Resources Mentioned in This EpisodeMindset by Carol DweckLearning Leadership by Kouzes and PosnerThe Fearless Organization: Creating Psychological Safety in the Workplace for Learning Innovation and Growth by EdmonsonAbout The International Leadership Association (ILA)The ILA was created in 1999 to bring together professionals interested in studying, practicing, and teaching leadership. Register for ILA's 26th Global Conference in Chicago, IL - November 7-10, 2024.About  Scott J. AllenWebsiteWeekly Newsletter: The Leader's EdgeBlogMy Approach to HostingThe views of my guests do not constitute "truth." Nor do they reflect my personal views in some instances. However, they are views to consider, and I hope they help you clarify your perspective. Nothing can replace your reflection, research, and exploration of the topic.

Guest: Jenee Henry Wood, Chief Learning Officer, Transcend [@TranscendBuilds]On LinkedIn | https://www.linkedin.com/in/jenee-henry-wood-12ba9871/_____________________________Host: Marco Ciappelli, Co-Founder at ITSPmagazine [@ITSPmagazine] and Host of Redefining Society Podcast & Audio Signals PodcastOn ITSPmagazine | https://www.itspmagazine.com/itspmagazine-podcast-radio-hosts/marco-ciappelli_____________________________This Episode's SponsorsBlackCloak

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So many people we know and love are trapped in a cycle of personal trauma and negative beliefs.Watch The Episode & Remember to Like, Comment, Subscribe, & Share

It's YOUR time to #EdUpPCO In this episode, YOUR guest is Yakut Gazi, Vice Provost for Learning Innovation and Digital Education at Duke University YOUR host is ⁠⁠Amrit Ahluwalia⁠⁠ Some key questions we tackle: What does a Future-Ready University look like? Why are PCO units on the vanguard of supporting institutional Future-Readiness? What does it take to establish collaborative ties between PCO units and main campus faculties & offices? Listen in to #EdUp! Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - ⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠ & ⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠ ● Join YOUR EdUp community at ⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠! We make education YOUR business!

By 2030, we'll need to reskill ONE BILLION people (Adecco). ​It's a big challenge, but it can be done

It's no news that our attention spans are tiny in the modern world of online content, social media, and everything else on the internet. For video creators, this means it's a constant battle to grab attention and share information that people absorb. You might think you're safe in the L&D space. After all, workplace educational content means you have a somewhat captive audience. But is that audience really engaging with and absorbing the content? Or is that content competing for brain space with the latest MrBeast video?In this episode, we welcomed Matt Gjertsen, Founder of Better Every Day Studios, a learning and development consultancy that teaches people how to create better content. We explore the challenges that L&D creators are up against, how we can create better videos, and the lessons we can take from successful content creators on YouTube. He explains how L&D creators can scale their efforts, speed up content iteration, and develop a pre-planning strategy for videos. Learning points from the episode include:00:00 – 01:57 Introduction01:57 – 03:24 Matt's top tip for creating better videos03:24 – 05:53 Why L&D should take lessons from YouTube creators 05:53 – 08:54 How L&D can scale and speed up content iteration 08:54 – 12:42 Why a solid pre-planning strategy is essential before you hit record12:42 – 16:27 What YouTubers and content creators get right when it comes to grabbing attention16:27 – 19:32 Why your videos' titles and descriptions shouldn't be an afterthought19:32 – 21:21 Why better videos mean better learning 21:21 – 24:22 Does L&D content need to be entertaining?24:22 – 26:42 What not to copy from YouTube as an L&D creator26:42 – 30:12 Speed round questions30:12 – 31:00 Matt's final take 31:00 – 32:05 OutroImportant links and mentions:Connect with Matt on LinkedIn: https://www.linkedin.com/in/matthewgjertsen/Better Every Day Studios: https://www.bettereverydaystudios.com/Better Every Day Studios YouTube channel: https://www.youtube.com/channel/UC6sHpKEkdnD0-VKOIBAxcMAMaking Better podcast: https://www.bettereverydaystudios.com/making-better

Dave is a friend that I've been wanting to chat with on the podcast for quite some time. When I think of Dave the word "GRIT" comes to mind. Aside from his 9-5 as a the Director of Learning Innovation and Technology at Brigham Young University Idaho, he coaches a teen mountain bike team, works out twice a day, takes his family on epic adventures, runs a personal YouTube channel and runs the business side of his wife's YouTube Channel. The conversation was really fun and I particularly enjoyed the parts about using exercise and struggle to relate to life and the deep dive into Artificial Intelligence.

About Our GuestGianpiero Petriglieri is Associate Professor of Organisational Behaviour at INSEAD and an expert on leadership and learning in the workplace. His award-winning research and teaching focus on what it means, and what it takes, to become a leader. He is particularly interested in the development and practice of leadership in the age of “nomadic professionalism,” an age in which people have deep  bonds to work but loose affiliations to organisations, and authenticity and mobility have replaced loyalty and advancement as hallmarks of virtue and success. All his work aspires to humanise leadership in this age, that is, to help leaders be grounded as well as as adaptable, sustainable as well as effective, purposeful as well as portable. That work has earned him a spot among the 50 most influential management thinkers in the world.A Medical Doctor and Psychiatrist by training, Gianpiero has worked as an executive coach, practiced as a psychotherapist, and served on the staff of group relations conferences in Europe and the United States. He has chaired the World Economic Forum's Global Agenda Council on new models of leadership, and has held Visiting Professor positions at the Harvard Business School, and at Copenhagen Business School.At INSEAD, Gianpiero directs the Management Acceleration Programme, the school's flagship executive programme for emerging leaders, and chairs the INSEAD initiative for Learning Innovation and Teaching Excellence. In the INSEAD MBA, he teaches the core course “Ethics: Value-based leadership for cosmopolitans,” for which he has received the Aspen Institute's  “Ideas worth Teaching“ award. He taught the “Leading People and Groups” core course for five years, receiving the students' Outstanding Teacher Award. He has earned numerous Dean's Commendations for Teaching Excellence in MBA and Executive Education.Gianpiero collaborates with multinationals in a variety of industries on the design and delivery of leadership development initiatives, some of which have received industry-wide awards for excellence and innovation in executive development. An insightful and engaging speaker, he presents widely at management conferences and corporate gatherings on how to live, lead, and learn “on the move” without losing one's roots.His research has appeared in leading academic journals, as well as  a range of media including the BBC, Der Spiegel, Financial Times, The Economist, The Guardian, New York Times, Time, Wall Street Journal, Washington Post, Le Figaro, and El Pais.About Your Host: Anita Zielina is the CEO and founder of Better Leaders Lab. She's also an Executive in Residence at the Craig Newmark Graduate School of Journalism at CUNY, where she spent the last few years leading all continuing and executive education initiatives. Anita serves as the inaugural Board Chair of News Product Alliance (NPA) and is a member of the board of directors at the Austrian Public Broadcaster ORF.For the past 15 years, Anita held senior executive positions focused on product, strategy and innovation in various media and education organizations as Chief Product Officer, Managing Editor Digital, Editor-in-Chief and Director Strategic Initiatives. She has worked with around 500 managers, leaders and entrepreneurs as a consultant, coach and educator.She holds a Master in Law from Vienna University and an Executive MBA from INSEAD. Anita is an alumna of the Stanford Knight Journalism Fellowship and the Oxford Reuters Institute Fellowship. About Better Leaders Lab:Better Leaders Lab is a Do and Think Tank for good leadership and smart management in media and beyond and a boutique strategic advisory firm. BLL specializes in organizational change, strategy and scenario planning, leadership development and executive recruiting research. Its goal is to empower managers, leaders and organizations in the broader media, digital & innovation space to build successful, sustainable, modern and healthy businesses.Learn more:https://betterleaderslab.comGet in touchFeedback or questions related to the podcast?hello@betterleaderslab.comYou can also find us at Twitter, Instagram, LinkedIn, and now YouTube!

Guest Jared Stein joins hosts Kelvin and Tom to discuss the ways that we think about, talk about, and foster innovation in our higher education digital learning context, to the benefit of students and faculty. 

In this episode, Cherise is joined by Amy Donohue, Principal, Bora Architecture & Interiors. They discuss the Oregon State University, Learning Innovation Center in Corvallis, Oregon.You can see the project here as you listen along.The 126,000 sf OSU Learning Innovation Center (LINC), completed in 2015, was envisioned as a new general-purpose classroom building that would address the University's increased enrollment and boost graduation and retention rates. Upending traditional learning environments, the design championed active, engaged learning spaces, including an “in the round” lecture hall design inspired by Bora's deep performing arts portfolio that went on to serve as a prototype for classroom design nationwide.If you enjoy this episode, visit arcat.com/podcast for more. If you're a frequent listener of Detailed, you might enjoy similar content at Gābl Media. Mentioned in this episode:ARCAT Detailed on Youtube

Christina and Charlotte share their extensive experience as Director of Learning Innovation and eLearning and Director of Technology in International Schools in Asia, the Caribbean and Middle East. An opportunity to share their learning in these roles in an international school. Reflecting on the changing dynamics in the age of accelerated change and AI. How to manage, navigate and lead with this accelerated change in a school setting, and what are some learnings and approaches to consider for education leaders in education technology. About Christina Devitt Christina Devitt is an advocate for empowering learners with technology.  Having taught in five schools spanning three decades of revolutionary technological change, she brings experience in curriculum and technology leadership along with the implementation of two 1:1 programs to her current role as Director of Learning Innovation and Technology at The American Community School of Abu Dhabi. With an educational background in computer science and philosophy, Christina enjoys grappling with the opportunities and challenges that impact schools in our digitally connected world.  Twitter: @cdevitt Linkedin: www.linkedin.com/in/cdevitt About Charlotte Diller Charlotte Diller has over 20 years of experience transforming teaching and learning in schools with a focus on identifying school needs, engaging all stakeholders, focusing on results and effectively planning for and utilizing current and emerging technologies to bring about systemic school improvement. Charlotte has a love for learning, a passion for play and a belief in teamwork to transform teaching and learning. Charlotte has worn a variety of classroom, leadership and technology hats including middle school science teacher, grade 6 teacher, assistant professor, technology facilitator, assistant principal, head of information literacy and staff learning, future of learning co-chair and director of technology. She has lived and worked in the USA, Hong Kong, Oman, and Malaysia. Charlotte is currently the Director of Technology at the International School of Kuala Lumpur, Malaysia. Charlotte came to education after working in the business world in the computer and publishing industries. She has a Bachelor of Arts in Business Administration, a Masters of Arts in Teaching and is an Apple Distinguished Educator (ADE). A lifelong learner and avid reader, she also enjoys kickboxing, dancing, gardening and watching K-Dramas. Twitter: @cdiller Linkedin: www.linkedin.com/in/cdiller/ John Mikton on Social Media LinkedIn: https://www.linkedin.com/in/jmikton/ Twitter: https://twitter.com/jmikton Web: beyonddigital.org Dan Taylor on social media: LinkedIn: https://www.linkedin.com/in/dantcz/ Twitter: https://twitter.com/DanTaylorAE Web: www.appsevents.com Listen on: iTunes / Podbean / Stitcher / Spotify / YouTube Would you like to have a free 1 month trial of the new Google Workspace Plus (formerly G Suite Enterprise for Education)? Just fill out this form and we'll get you set up bit.ly/GSEFE-Trial

"L@s nuev@s profesores necesitan saber que no tiene las respuestas, esas están en internet. Lo que necesitan son preguntas y saber cómo y cuándo hacerlas. Así es como se construye el conocimiento." - Pato Bichara ( 

Way back on Episode 13 (https://www.teachingpython.fm/13), we interviewed Josh Lowe, then 15 years old and the creator of EduBlocks (https://edublocks.org/). When Josh was 12, he started a Saturday afternoon project to make a block-based coding IDE that generated Python code. Flash forward seven years and Josh still maintains EduBlocks as a software engineer on behalf of Anaconda (https://www.anaconda.com/). This week, Kelly and Sean caught up with Josh to learn about his educational journey since we last spoke with him, the latest developments on EduBlocks, as well as the new direction enabled by Anaconda's purchase of EduBlocks in May 2023 (https://www.anaconda.com/press/anaconda-acquires-edublocks-to-empower-k-12-data-literacy-and-expand-educational-offerings). Special Guest: Josh Lowe.

The Game Changers podcast celebrates those true pioneers in education who are building schools for tomorrow. In this fourth conversation of Series Fourteen, we talk with Dr Hugh Chilton & Dr Rob Loe Dr Hugh Chilton is Head of ScotsX at The Scots College, Sydney, where he also teaches History and is a member of the Executive Leadership Team. His passion is for 'the vocation of formation'. ScotsX aims to better form students character and realise their potential through a reinvented educational experience centred on connection, choice and challenge. Hugh been involved in designing significant research at Scots and internationally, including as a member of the International Boys' Schools Research Committee and a number of projects including an Australian Research Council Linkage Grant exploring Indigenous Education and wellbeing. He convenes and co-founded the Research-Invested Schools Network, which draws together over 40 Australian schools reinventing expertise in education through grass-roots and collaborative research. Hugh holds a PhD in intellectual and religious history from the University of Sydney, and has published and spoken widely. In 2018 he was named as one of the 'Rising Stars in Education' by The Educator magazine. Dr Rob Loe is the former Group CEO of the Relationships Foundation in England. He joined the wider family of relational organisations back in 2013 to found Relational Schools, having worked as a teacher and senior school leader for over a decade. He studied Education at Cambridge University where he pursued areas of specialism such as schooling and exclusion, the family and community dimensions of social exclusion and school improvement and effectiveness. Having completed a doctorate in 2015, which focussed on the measurement of human relationships, Robert now researches, writes and speaks on the importance of fostering positive relationships between key stakeholders in schools. Having moved to Australia in mid-2020, he worked for a peak association as a leadership coach and specialist in organisational culture and community development. Rob took up the post of Director of Research and Learning Innovation at the Scots College in Sydney this year. The Game Changers podcast is produced by Joshua Jeffries for Orbital Productions, supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil via LinkedIn, Instagram and Twitter. Let's go!

Chris Bledsoe, head of developer relations at Workday, talks with Shane Luke, vice president of machine learning at Workday, about his expertise and insights on data quality, abstracted ML core components, and federated learning. Learn how Workday is leading the way in delivering trust, innovation, and privacy for developers with machine learning. https://blog.workday.com/en-us/2023/workday-podcast-devtalk-machine-learning-innovation-developers.html

There's been debate over who should pay for the costs of tertiary education, but the stats show that graduates are earning more money than other workers.See omnystudio.com/listener for privacy information.

“I want my people to look like the experts they are, because I want them to be treated as colleagues, even though we are a service organization.” In this episode of Centering Centers, guest host Derek Bruff talks with Shawn Miller, director of Learning Innovation at Duke University. Shawn's unit combines faculty development, instructional technology, online program management, and more. Shawn shares how Duke Learning Innovation came to be and how the unit continues to integrate these different functions, and he provides strategic advice for centers for teaching and learning who are navigating the academic technology landscape. Resources Mentioned in the Episode: https://learninginnovation.duke.edu/ Transcript

In this podcast episode, our STLI Student Partners swap classes and discover new faculty, and new ways of teaching and learning. W&M's Jerry Watkins, Senior Lecturer in History and ​Dr. Alicia Andrzejewski, Assistant Professor of English, join us in conversation. Check out more of our Teaching & Learning Resources here: https://bit.ly/STEELY The Studio for Teaching & Learning Innovation inspires and advances teaching and learning across William & Mary. We catalyze community and collaboration at the intersection of innovation, learning and discovery. The Studio for Teaching & Learning Innovation offers faculty, students, and staff from across disciplines opportunities to collaborate with one another and learn about diverse modes of teaching and learning and new technologies. #STLI #WilliamAndMary

In a back-to-back special, we're continuing to explore how learning works through the book “How Learning Works: 8 Research Based Principles of Smart Teaching”. Picking up from our last episode with Dr. Marie Norman at the University of Pittsburgh, a short walk down Forbes Ave towards Carnegie Mellon, you can find the office of today's guest, Dr. Marsha Lovett. Starting as a professor in Carnegie Mellon's psychology department, Dr. Lovett now serves as Vice Provost for Teaching and Learning Innovation. She manages the Eberly Center, a team of teaching consultants, learning designers, data scientists, and technologists who help instructors create meaningful and demonstrably effective educational experiences (and still, she has time to teach her psych classes). Dr. Lovett's psychological background was front and center in our chat with her, where we talked about the importance of motivation and engagement in learning, the power of generative learning, and how organizations can really tell if the information they're teaching people is sticking, and working. If you enjoyed our last podcast, this is a great follow up to dive even deeper into how learning really works, so with that…let's bring it in!

Guido Nigrelli"Montagna 2.0"Conoscere l'oggi, per pianificare il domaniSabato 25 febbraio, Cuneo, Rondò dei TalentiUn viaggio nella montagna del futuro attraverso gli occhi dei ricercatori e i dati sperimentali, imprescindibili per pianificare una nuova cultura alpina in termini di formazione e frequentazione. Questa, in breve, la finalità dell'incontro Montagna 2.0. Conoscere l'oggi per pianificare il domani organizzato da PLIN (Projects for Learning Innovation) a Cuneo, presso il Rondò dei Talenti il prossimo 25 febbraio alle ore 10.30.Un momento di analisi e di confronto al quale prenderanno parte, tra gli altri, Bruno Migliorati (presidente CAI Piemonte), Paolo Crosa Lenz (scrittore e vicepresidente CAI Piemonte), Guido Nigrelli (ricercatore CNR-IRPI), Andrea Gramazio (CEO e Founder di lab3841), Marco Lombardi (direttore CFP Cebano-Monregalese) e Daniela Salvestrin (direttrice ATL del Cuneese). Dapprima una sintesi dei cambiamenti climatici in atto sull'intero arco alpino con focus specifici sull'esigenza di una frequentazione più responsabile (CAI) e sugli effetti geologici e geomorfologici del riscaldamento globale (CNR), quindi l'innovazione offerta dal sensore Pera sviluppato da lab341, capace di registrare la temperatura superficiale delle rocce e di trasmettere i relativi valori in tempo reale, consentendo un attento monitoraggio del permafrost alpino. In conclusione, poi, spazio alle nuove frontiere del turismo e della formazione professionale, con la necessità di rimodulare tanto l'offerta ricettiva quanto quella formativa.Un evento moderato dal giornalista di Prokalos, nonché coordinatore dell'associazione Le Alpi del Sole, Gabriele Gallo, ideato e promosso dal nuovo centro di competenza di PLIN Education, sito al primo piano del Rondò dei Talenti e sviluppato da un partenariato di soggetti (Wonderful Education, Tautemi Associati e Prokalos) oggi riunito in un'omonima impresa sociale che integra un ampio ventaglio di competenze e professionalità, per integrare ricerca e tecnologia, divulgazione e formazione esperienziale, crescita di competenze e impatto sociale.L'evento Montagna2.0 è ad ingresso libero, ma i posti sono limitati. Prenotazioni su Eventbrite o via mail a info@plineducation.it.10D10Sapere. Capire.Questo show fa parte del network Spreaker Prime. Se sei interessato a fare pubblicità in questo podcast, contattaci su https://www.spreaker.com/show/1487855/advertisement

Dr. Gary R. Bertoline is Senior Vice President for Purdue Online and Learning Innovation and a Distinguished Professor of Engineering Technology and Computer & Information Technology at Purdue University. He earned his PhD at The Ohio State University and was on the faculty in the College of Engineering for 3 years before coming to Purdue University in 1990. He is leading the development and growth of Purdue Online programs to serve working professionals and address the workforce needs of industry. Gary also is a leader in Transformative Education 2.0, an effort to make Purdue University the most innovative residential learning program in the US among large research universities. Hosted on Acast. See acast.com/privacy for more information.

This is the penultimate episode on Syllabus Creation for your students. What makes a great Syllabus? Join W&M's Dr. Mark Hofer and Meghan Stinton Miller as they delve into the creative process of making the Syllabus a relevant document for students. The Studio for Teaching & Learning Innovation inspires and advances teaching and learning across William & Mary. We catalyze community and collaboration at the intersection of innovation, learning and discovery. https://bit.ly/STEELY The Studio for Teaching & Learning Innovation offers faculty, students, and staff from across disciplines opportunities to collaborate with one another and learn about diverse modes of teaching and learning and new technologies. #STLI #WilliamAndMary

While education is weathering attacks on Critical Race Theory, outlawed instruction about sexual orientation and gender identity, and issues of inclusion, educators are working to create a more equitable educational system. Several renowned authors and educators will discuss what's at stake, offer innovative approaches to teaching and learning, and share their visions for the future of education. Christopher Emdin is the Robert A. Naslund Endowed Chair in Curriculum and Teaching and professor of Education at USC, where he also serves as director of youth engagement and community partnerships at the USC Race and Equity Center. He is the author of numerous award-winning works, including Urban Science Education for the Hip-hop Generation; the New York Times bestseller, For White Folks Who Teach in the Hood and the Rest of Ya'll too; and Ratchetdemic: Reimagining Academic Excellence. Matthew Manos is the Director of Challenge-Based Learning and assistant professor of Teaching and Design Strategy at the Iovine and Young Academy. He is also the founder and managing director of verynice, a design strategy practice that gives half of its work away for free to nonprofit organizations; the author of over 30 books and toolkits on the intersection of creativity, social impact, and strategy; and chair of Los Angeles Mayor, Eric Garcetti's creative advisory board. Pedro A. Noguera is a Distinguished Professor of Education and Dean of the USC Rossier School of Education. An elected member of the National Academy of Education, his research focuses on the ways schools are influenced by social and economic conditions, and demographic trends locally, regionally, and globally. His latest book, A Search for Common Ground: Conversations About the Toughest Questions in K–12 Education, co-authored with Rick Hess, won the Association of American Publishers' 2022 Prose Award. In 2022, he ranked third in the nation for influence and impact by Education Week. LaVonna Blair Lewis (moderator) is the Associate Dean of Diversity, Equity, and Inclusion at the USC Sol Price School of Public Policy. Lewis's areas of research and professional interests focus on cultural competency and health equity. Her work has appeared in The American Journal of Public Health, Family, and Community Health; The American Journal of Health Behavior, Social Science, and Medicine; The Journal of General Internal Medicine; and other journals.

As higher education struggles to recenter teaching and learning in the face of ongoing disruption and uncertainty, we could think of no one better to check in with than Edward Maloney and Joshua Kim. Often cited for their unique perspectives about online higher education, Maloney and Kim are the go-to experts for higher education learning and digital innovation. The co-authors of “Learning Innovation and The Future of Higher Education” and "The Low-Density University: 15 Scenarios for Higher Education" join us for a wide ranging conversation about COVID's teaching and learning legacy, the current state of learning innovation, the future of teaching and learning, what they wish they could tell presidents about how to improve student learning and what new innovations they are most excited about. ‍ Joshua Kim is the director of online learning programs and strategy at the Dartmouth Center for the Advancement of Learning and a senior fellow at the Center for New Designs in Learning and Scholarship at Georgetown University. Edward Maloney is a professor of English at Georgetown University, where he is the executive director of the Center for New Designs in Learning and Scholarship and the founding director of the graduate program in learning, design, and technology. --- Send in a voice message: https://anchor.fm/chelip/message

On this week's Engage With Us series, we are taking a look at Office Hours: the time a professor sets to meet with students one to one. Special guest: John McGlennon is a professor of Government and Public Policy at William and Mary. -------------------------- The Studio for Teaching & Learning Innovation inspires and advances teaching and learning across William & Mary. We catalyze community and collaboration at the intersection of innovation, learning and discovery. https://bit.ly/STEELY The Studio for Teaching & Learning Innovation offers faculty, students, and staff from across disciplines opportunities to collaborate with one another and learn about diverse modes of teaching and learning and new technologies. #STLI #WilliamAndMary

Episode 3 of All Students Considered: Engage with us. Join STLI student partners as they explore experiential learning at W&M. The Studio for Teaching & Learning Innovation inspires and advances teaching and learning across William & Mary. We catalyze community and collaboration at the intersection of innovation, learning and discovery. https://bit.ly/STEELY The Studio for Teaching & Learning Innovation offers faculty, students, and staff from across disciplines opportunities to collaborate with one another and learn about diverse modes of teaching and learning and new technologies. #STLI #WilliamAndMary

This episode of the Getting Smart Podcast is a part of our New Pathways campaign. In partnership with ASA, Stand Together and the Walton Foundation, the New Pathways campaign will question education's status quo and propose new methods of giving students a chance to experience success in what's next.  On this episode of the Getting Smart Podcast Nate McClennen is joined by Rupert Ward, a former Special Adviser and Project Lead for iDEA, one of the world's most successful free educational technologies.  Rupert is a Professor of Learning Innovation and Associate Dean (International) within the School of Computing and Engineering - at the University of Huddersfield, UK. He is also a National Teaching Fellow and Principal Fellow of the Higher Education Academy. Nate and Rupert discuss the importance of trust, how learning fitness could be more like physical fitness and the role of technology in shaping the future of learning.

In this episode, Dr. Mary Gallagher - President of L.A. City College - and Marcy Drummond - Vice President of Economic and Social Mobility Innovation - describe their use of extended reality solutions to enhance student engagement and advance each student's learning journey.

What Do Students Do Between Classes? Join the STLI Student Partners as they explore the space between classes, and the education/life balance at William & Mary. The Studio for Teaching & Learning Innovation inspires and advances teaching and learning across William & Mary. We catalyze community and collaboration at the intersection of innovation, learning and discovery. https://bit.ly/STEELY The Studio for Teaching & Learning Innovation offers faculty, students, and staff from across disciplines opportunities to collaborate with one another and learn about diverse modes of teaching and learning and new technologies. #STLI #WilliamAndMary

In today's hybrid world of work, learning and development is more important than ever. Linda van der Loo, an Executive Partner for Learning Innovation at Blue Pebble Consulting & EdCast Africa (partnering with LRMG) and Kerryn Kohl discuss what Learning and Development Practitioners need to know to stay ahead of the curve. 

In today's hybrid world of work, learning and development is more important than ever. Linda van der Loo, an Executive Partner for Learning Innovation at Blue Pebble Consulting & EdCast Africa (partnering with LRMG) and Kerryn Kohl discuss what Learning and Development Practitioners need to know to stay ahead of the curve. Tune in to part one as we discuss The role of L&D in the Hybrid Organisation

Stephen's "eyes on the horizon, feet on the ground" approach, coupled with a vast portfolio of effective large scale projects over three decades, have established him internationally as a widely and fondly recognized leader in the fields of learning, new media and technology. He was a school teacher for more than a decade, and has beena professor since 1989. Stephen has worked, and is working, with learner led projects, with governments around the world, with international agencies, Fortune 500 companies, with schools and communities, with his PhD students and with many influential trusts and organizations. Professor The Felipe Segovia Chair of Learning Innovation at Universidad Camilo José Cela, Madrid, from 2011 - continues Professor. Chair in New Media Environments, Centre for Excellence in Media Practice, Bournemouth University, Prof from from 2008 - 2017, Emeritus Professor Chair in New Learning Environments, Anglia Ruskin University, from 1989 - continues Executive chairman Learning Possibilities+ from 2010 - continues In June 2006 Stephen was awarded the Royal Television Society's Judges Award for Lifelong Services to Educational Broadcasting. In 2008 he received the prestigious BETT Award for Outstanding Achievement in ICT Education. In 2014 he was honoured to receive the UK's NAACE Award for Lifetime Achievement in educational technology. Stephen is, and has been, a regular face on TV all around the world - in the UK this ranges from Newsnight, the BBC Breakfast sofa and Sky News, to Channel 4's Things to Come. On radio too: from BBC Radio 4's You and Yours to the Steve Wright Show - or even right back to Phil Miles on Australia's Island Sound radio in 1992! In Australia radio regular appearances range from national ABC to statewide Mix Radio in WA. Website www.heppell.net Social Media Information Twitter @stephenheppell Facebook stephenheppell Resource Mentioned https://youtu.be/4hIGPSLNpwM (The Role of Podcasts in Education Marketing and Education Technology | BETT 2022 EdTech Talks) https://youtu.be/srxuzEniG60 (It's More Complex than Just CO2 | Professor Stephen Heppell | BETT 2022 EdTech Talks) Show Sponsor The National Association for Primary Education speaks for young children and all who live and work with them. Get a FREE e-copy of their professional journal at https://nape.org.uk/journal (nape.org.uk/journal) Are you looking for a FUN activity to do with your children this summer?   Would you love to make your own delicious ice cream?  Now you can learn exactly how by taking part in an exciting and engaging ice cream experience during the summer holiday.   Full details at: https://educationonfire.com/icecream (www.educationonfire.com/icecream)

Pato Bichara Assad, CEO de Collective Academy, la neo-universidad acelerando a los líderes de negocios y tecnología en América Latina, a través de sus programas de maestría, pre-grado y aprendizaje corporativo. Este episodio es presentado por Jeeves ---> Ve a https://www.tryjeeves.com/?ref=TRUEGROWTH#Signup (TryJeeves.com) e ingresa nuestro código de referido TRUEGROWTH, en cuestión de días tendrás tarjetas de crédito físicas y virtuales ilimitadas para todo tu equipo. Además de su día a día como emprendedor, Pato es socio en Xochi Ventures, un fondo de Venture Capital enfocado en empresas disrumpiendo industrias tradicionales en América Latina, y miembro del Consortium for Learning Innovation de McKinsey & Company. Anteriormente fue parte del equipo de Polymath Ventures en Colombia, lanzando empresas para la clase media Latinoamericana, y del equipo de inversión de IGNIA, el fondo mexicano de Venture Capital enfocado en empresas que atienden la base de la pirámide. Comenzó su carrera profesional como consultor en Bain & Company México y The Bridgespan Group. Pato es egresado del MBA de Harvard Business School y de Ingeniería Industrial y de Sistemas del Georgia Institute of Technology y el Tecnológico de Monterrey. Cree firmemente en avanzar el desarrollo económico de Latinoamérica a través de potencializar el talento humano y construir compañías innovadoras. Con Pato voy a platicar sobre los inicios de Collective Academy, la estrategia que ha seguido para formar la comunidad de más de 1,000 estudiantes y mentores que hoy son parte de ella, su punto de vista sobre el futuro de la educación y mucho más.

Svenia Busson is a global Learning Innovation explorer who has traveled through 19 countries to identify the most innovative technological teaching and learning practices, which she captured in her recent book, ‘Exploring the Future of Education'. Svenia is also a major network builder in Europe, having co-founded both Edtech France, an industry association representing 400 startups in France, and the European Edtech Alliance, representing more than 2400 startups across Europe.Svenia is now raising a new edtech focused VC fund and is going to invest in European edtech entrepreneurs.Recommended ResourcesEuropean Edtech Alliance NewsletterSvenia's Book, ‘Exploring the Future of Education'Brighteye Ventures Newsletter and MediumEmerge Edtech Insights Medium and Newsletter

When Daniela was last on the podcast she was working in Peru, but now she has travelled halfway around the world to work in Singapore. We talk about what it's like moving to a tech leadership role for a group of schools, how Daniela stays connected to the classroom and life in Singapore.    About Daniela Silva: Daniela is the district Head of Learning Innovation and EdTech at the worldwide EiM educational brands that include Dulwich Colleges, Dehong Schools, Green Schools and EiM Ventures. She is a genuine global citizen who comes with deep experience in innovation for teaching and learning across international educational centers. During her 15 years in educational leadership roles, Daniela has effectively deployed sustainable innovative learning practices, infused pedagogical and physical solutions for agile teaching, and has led various educational technology projects at #edtech organizations such as CoSN, ISTE, Google for Education, Microsoft, PowerSchool and has been invited as a lead presenter at their conferences. Daniela is a systems thinker that has served as High School Principal, Group Director of 21st Century learning for the Qatar Foundation Schools and recently finished her tenure as Director of IT & Learning Innovation at The American School of Lima.    Daniela Silva on Social Media Twitter: @iLearnDSilva LinkedIn: https://www.linkedin.com/in/danielasilvachong/    Resources: Microsoft K12 Transformation Framework https://www.microsoft.com/en-us/education/school-leaders/k-12-microsoft-education-transformation-framework    Technology Integration Matrix https://fcit.usf.edu/matrix/matrix/    John Mikton on Social Media LinkedIn: https://www.linkedin.com/in/jmikton/ Twitter: https://twitter.com/jmikton Web: beyonddigital.org   Dan Taylor on social media: LinkedIn: https://www.linkedin.com/in/dantcz/ Twitter: https://twitter.com/DanTaylorAE Web: www.appsevents.com   Listen on: iTunes / Podbean / Stitcher / Spotify / YouTube   Would you like to have a free 1 month trial of the new Google Workspace Plus (formerly G Suite Enterprise for Education)? Just fill out this form and we'll get you set up bit.ly/GSEFE-Trial