Podcasts about learning insights

Embracing the Power of Learning: Insights from Gina AndersonIn this episode of The Thoughtful Entrepreneur, host Josh Elledge sits down with Gina Anderson, CEO and co-founder of Luma Brighter Learning, to discuss how learning can drive personal transformation, support resilience, and inspire innovation in an AI-powered world. Gina—also an accomplished author and learning scientist—shares her insights on why hard tasks can unlock personal breakthroughs, how to maintain creativity in an automated world, and the future of authentic learning experiences.Why Embracing Discomfort Fuels GrowthGina begins by reflecting on her own relationship with discomfort, particularly through her routine of running—not because she loves it, but because it challenges her. She pairs this tough activity with joyful elements like scavenger hunts for colorful shells, turning a mental hurdle into an opportunity for mindfulness and reward. This playful mindset parallels how we should approach personal development: by pairing tough goals with incentives that make the journey sustainable.This theme connects to her core belief that learning, like running, requires repetition and resilience. Gina underscores that discomfort is not a sign of failure—it's evidence that growth is happening. When learners push past their comfort zones, they open the door to confidence, creativity, and capability. She offers practical tips like breaking big goals into small milestones and celebrating small wins to build momentum.For those struggling with change or burnout, Gina recommends re-evaluating how you engage with challenges. Are you avoiding them—or are you learning from them? Her advice is clear: lean into discomfort, but bring a little joy with you.About Gina AndersonDr. Gina Anderson is the co-founder and CEO of Luma Brighter Learning, a learning design and technology company specializing in training solutions for transportation and logistics companies. She is the author of Thrive: How Learning Can Ignite a New Way Forward and co-author of Perspectives on Invisible Illnesses. A former educator, administrator, and e-learning innovator, Gina is passionate about the intersection of emotional wellness and applied learning science. Her work has helped thousands of learners across industries adopt lasting behavior change through authentic, engaging educational experiences.About Luma Brighter LearningLuma Brighter Learning is a trailblazer in custom learning solutions for frontline industries. With a focus on transportation, logistics, and safety-critical roles, Luma combines the power of learning science, technology, and human connection to deliver behavior-changing educational programs. The company's 5-Mode Learning approach ensures deeper engagement through learner-to-learner, learner-to-coach, learner-to-self, learner-to-content, and learner-to-technology interactions.Links Mentioned in this EpisodeLuma Brighter LearningLearningWithGina.comEpisode HighlightsWhy pairing hard tasks with fun rewards helps make difficult learning sustainableHow AI should enhance—not replace—human creativity and problem-solvingThe importance of self-reflection and authenticity in learning designWhy real-world context is essential in education that drives behavior changeHow Luma uses its 5-Mode Learning framework to personalize training in frontline...

Guiding Question:How might we identify authentic community needs as changemakers and global citizens?Key TakeawaysCreating time in the school day for impactful community projectsYoung people taking an active role in shaping a better futureAuthentic needs versus perceived needs through listening and collaborationSIMA Academy - The Netflix of Social Change - documentary films to inspire and empower changemakersSIMA AcademyReferral Code: Here's a link and 20%OFF referral code for our Empathy to Impact community: REGISTRATION LINK: https://simaacademy.com/affiliate-access/ REFERRAL CODE: SIMA4ICRC  Contact viri@simastudios.org for more infoIf you have enjoyed the podcast please take a moment to subscribe, and also please leave a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Read this story from Hyderabad Public School For more information or to register for the Inspire Citizens Global Citizenship Certificate click hereYou can book a discovery call with Inspire Citizens at this linkShare using #EmpathytoImpactEpisode Summary On this episode, we are featuring 3 students, Abigayle, Aalaya, and Aarna, from Hyderabad Public School in India. These young changemakers are in grade 11 and their class, along with their teacher, Pratibha Dhal, have been recognized globally as SIMA Changemaker Award recipients. Join me to learn about how watching documentary films from SIMA Academy inspired their work as leaders and changemakers to address issues connected to resource use, upcycling, westernized beauty standards, and equal access to quality education in their community. Their projects on creating audiobooks for students with vision impairment, an upcycle fashion show featuring their teachers as characters from Greek mythology, and a more natural and authentic look at beauty in their community are truly inspirational. Listen to learn more.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

In this thought-provoking episode of "How I Made It Through," hosts Kristin Taylor and Bernadette Thompson delve into the fascinating concept of a life review—a reflective process often associated with near-death experiences. The conversation explores the nonjudgmental nature of life reviews, emphasizing that they are not about punishment, but rather about learning and growth. Kristin and Bernadette discuss how these reviews allow individuals to experience their actions from the perspective of others, fostering empathy and compassion.Drawing insights from near-death experiences and spiritual teachings, the hosts highlight the theme of love as the overarching container within which life reviews occur. They touch upon the idea that even those who have committed harmful acts are met with opportunities for rehabilitation and learning in the afterlife, free from judgment and condemnation.Throughout the episode, Kristin and Bernadette share personal reflections and insights from their spiritual journeys, providing listeners with a comforting perspective on the afterlife and the lessons we are meant to learn. This episode invites listeners to reconsider their understanding of life, death, and the spiritual journey, offering a message of hope, forgiveness, and unconditional love.- **[00:00] Introduction to Life Reviews**- Kristin and Bernadette introduce the concept of life reviews and their personal interest in the topic.- **[03:00] Nonjudgmental Learning Experience**- Discussion on how life reviews are nonjudgmental and focus on learning from one's actions.- **[06:00] Experiencing Others' Perspectives**- Exploration of how life reviews allow individuals to understand the impact of their actions on others.- **[09:00] Themes of Love and Forgiveness**- Emphasis on the role of love and forgiveness in the life review process.- **[12:00] Rehabilitation and Lower Vibrations**- Discussion on how souls with lower vibrations undergo rehabilitation rather than punishment.- **[15:00] Spiritual Ascension and Learning**- Insights into how life reviews contribute to spiritual growth and ascension.- **[18:00] Personal Reflections and Insights**- Kristin and Bernadette share personal experiences and reflections on the topic.- **[21:00] Conclusion and Final Thoughts**- Summary of key points and the importance of embracing love and learning in life reviews.

Karen G. Foley from the Juvenile Protective Association emphasizes the critical role of relationships in supporting children's mental health and well-being. She highlights that just as chronically hungry children cannot learn, neither can those who are emotionally hurting. The discussion explores how the organization provides school-based mental health services, fostering long-term relationships with educators, parents, and students. Karen shares insights on the importance of understanding a child's intent behind their actions and the necessity of a supportive environment for both children and teachers. The episode underscores the need for an intergenerational approach to address the struggles faced by middle school girls today, illustrating how vital it is to nurture connections that help children thrive.Karen joined JPA in 2014. She earned her MBA from the Wharton Business School at the University of Pennsylvania and a bachelor's degree from Hamilton College. Prior to joining JPA, Karen served as the President and CEO of The Hope Institute for Children and Families, serving children with autism and developmental delays across Illinois.Takeaways: Building strong relationships in schools leads to positive impacts on the entire school community. Understanding the intent behind actions can foster forgiveness and stronger relationships. Chronically hungry children can't learn, just like those who are chronically hurting. Intergenerational approaches provide unique support for middle school girls facing challenges today. Teachers need to recognize and adjust to the various ages of their students. Creating a nurturing and safe environment is crucial for children's development and learning. Websitehttps://jpachicago.org/Social Media Informationwww.linkedin.com/company/juvenile-protective-associationwww.facebook.com/JuvenileProtectiveAssociation/www.instagram.com/jpachicagoShow Sponsor – National Association for Primary Education (NAPE)https://nape.org.uk/Discover more about Education on Fire

In this special episode, Bessie explores the rapidly evolving world of artificial intelligence. It stands out because 90% of the content, including a 20-minute dialogue, transcripts, and even the shownotes, have been generated by AI tools. Inspired by Google's AI-powered notebook platform NotebookLM, Bessie experiments with feeding her handwritten notes from a 10-week London Business School course on AI into this tool, resulting in a fascinating dialogue on AI and machine learning's real-world applications.We discuss:Key AI Concepts – Breaking down AI, Machine Learning (ML), and their types (Supervised, Unsupervised, and Reinforcement Learning).Industry Case Studies – How AI is reshaping customer service (Vodafone, T-Mobile), quality control (Domino's Pizza), and predictive maintenance (Schneider Electric).Practical Insights – Challenges, opportunities, and a framework for successful AI implementation in businesses.Future of AI – The role of leadership, data as an asset, and embracing a culture of innovation.� What Makes This Episode Unique:Almost entirely AI-generated, this episode is a testament to AI's capabilities in content creation. It raises the question:How will AI continue to transform creative industries?� Join the Conversation:What are your thoughts on AI's potential and its role in content creation? Share your reflections in the comments section!Thank you for tuning in! Let's explore the future of AI together. �

In this episode of the Disrupt Education podcast, we sit down with Christine Cruzvergara, Chief Strategy Officer at Handshake. Christine shares her journey from higher education to leading in the tech space, emphasizing how change management and mentorship shaped her career. We dive into the evolving role of work-based learning and how platforms like Handshake and Riipen are transforming how students connect education with real-world experiences. Christine discusses the importance of optionality in career choices, her leap into the tech industry, and how challenging oneself leads to growth. With insights on leadership, bridging academia and the workforce, and the power of perspective, this episode is packed with actionable advice for educators, administrators, and students alike. Tune in to learn how small shifts can create significant, lasting change. Connect with Christine on LinkedIn - https://www.linkedin.com/in/christinecruzvergara/ www.joinhandshake.com --- Support this podcast: https://podcasters.spotify.com/pod/show/disrupt-educ/support

In this  episode of The Brainy Business podcast, host Melina Palmer welcomes Scott H. Young, the Wall Street Journal bestselling author of Ultralearning and Get Better at Anything. Scott shares his extensive insights into learning, cognitive science, and the psychology behind mastering new skills. Known for his MIT Challenge and year-long language learning adventure, Scott discusses the importance of immersive learning, repetitive practice, and the role of feedback in achieving fluency and proficiency. Scott delves into the fascinating world of how we learn and improve, emphasizing the significance of learning from others, the challenges of problem-solving, and the necessity of focused practice. He also touches on the concept of "desirable difficulties" and how they enhance long-term retention and skill mastery. This episode is a treasure trove for anyone looking to understand the mechanics of learning and how to apply these principles to get better at anything. In this episode: Discover the key components of effective learning: See, Do, and Feedback. Understand the importance of repetitive practice and immersion in mastering new skills. Learn about the concept of "desirable difficulties" and how they improve long-term retention. Explore the role of feedback in learning and how to create environments that foster expertise. Gain insights into the psychological aspects of learning and overcoming common barriers. Show Notes: 00:00:00 - Introduction Melina introduces Scott and highlights his background and work in the field of learning and cognitive science. 00:03:30 - Scott's Background and Projects Scott shares his journey and notable projects, including the MIT Challenge and his year-long language-learning adventure. 00:11:20 - The Importance of Immersion Scott discusses the benefits of immersive learning and how it accelerates fluency and proficiency. 00:21:45 - Repetitive Practice and Fluency The conversation explores the role of repetitive practice in achieving fluency and the difference between fluency and overall proficiency. 00:31:10 - Desirable Difficulties Scott explains the concept of "desirable difficulties" and how they enhance learning and retention. 00:41:00 - The Role of Feedback The discussion highlights the importance of feedback in learning and how to create environments that foster expertise. 00:45:00 - Practical Tips for Learning Scott offers practical advice for applying these learning principles to various skills, including public speaking and business. 00:47:00 - Conclusion What stuck with you while listening to the episode? What are you going to try? Come share it with Melina on social media -- you'll find her as @thebrainybiz everywhere and as Melina Palmer on LinkedIn. Thanks for listening. Don't forget to subscribe on Apple Podcasts or Android. If you like what you heard, please leave a review on iTunes and share what you liked about the show.  I hope you love everything recommended via The Brainy Business! Everything was independently reviewed and selected by me, Melina Palmer. So you know, as an Amazon Associate I earn from qualifying purchases. That means if you decide to shop from the links on this page (via Amazon or others), The Brainy Business may collect a share of sales or other compensation. Let's connect: Melina@TheBrainyBusiness.com The Brainy Business® on Facebook The Brainy Business on Twitter The Brainy Business on Instagram The Brainy Business on LinkedIn Melina on LinkedIn The Brainy Business on Youtube Connect with Scott: LinkedIn X  Learn and Support The Brainy Business: Check out and get your copies of Melina's Books.  Get the Books Mentioned on (or related to) this Episode: Good Habits, Bad Habits, by Wendy Wood Indistractable, by Nir Eyal How to Change, by Katy Milkman Get Better at Anything, by Scott H. Young Ultralearning, by Scott H. Young and James Clear Top Recommended Next Episode: How to Set, Achieve and Exceed Brainy Goals (ep 70) Already Heard That One? Try These:  Habits (ep 256) Status Quo Bias (ep 376) Katy Milkman Interview (ep 151) Tapping into the Power of Habit (ep 368) Wendy Wood Interview (ep 428) Other Important Links:  Brainy Bites - Melina's LinkedIn Newsletter

In this episode of the Disrupt Education Podcast, co-hosts Peter Hostrawser and Alli Privitt sit down with Kristy Volesky, an esteemed expert in work-based learning and author of Transformational Work-Based Learning: Leading Exceptional Internship Programs. Kristy shares her journey from being a business teacher in rural Iowa to becoming a national leader in work-based learning. She discusses the importance of making small, impactful changes that can significantly enhance students' readiness for the workforce, especially those who lack the necessary connections or resources. Kristy emphasizes the need for preparing students for real-world experiences, such as learning how to introduce themselves professionally, and reflects on how minor adjustments can lead to profound educational transformations. The conversation also delves into the challenges and rewards of building effective work-based learning programs, highlighting practical strategies that educators can implement to make a lasting impact on student learning. This episode is a must-listen for educators and administrators looking to innovate and improve their internship and career readiness programs. Connect with Kristy Volesky at https://voleskyconsulting.com/ --- Support this podcast: https://podcasters.spotify.com/pod/show/disrupt-educ/support

In this episode of Is Training the Answer, we are joined by Brandon Linn, a top marketing leader and consultant. Brandon shares his expertise on how L&D leaders can enhance their marketing strategies to improve employee engagement and experience. Key topics include the significance of feedback loops, innovative ways to market L&D initiatives effectively, practical strategies for effective L&D marketing, and how to measure success.

The United States Department of Education recently released a new report called "Designing for Education with Artificial Intelligence: An Essential Guide for Developers." The guide seeks to inform ed tech developers as they create AI products and services for use in education — and help them work toward AI safety, security, and trust. We spoke with Kevin Johnstun, education program specialist in ED's Office of Educational Technology, about the ins and outs of the report and what it means for education institutions. Resource links: Designing for Education with Artificial Intelligence: An Essential Guide for Developers Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations Music: Mixkit Duration: 21 minutes Transcript

Experiential Development Resources, EDR, is your premier resource for mobile team building and group development services. With a commitment to excellence, our three facilitators, Leigh, Tony & KC, collectively bring over 60 years of experience in the experiential education industry along with multiple TAMU degrees and industry certifications. Rooted in creating connection by allowing people to bring their authentic selves to the conversation, we specialize in making personal and inter-personal growth both enjoyable and fulfilling through purposeful play and risk-free learning. Catering to a diverse clientele, including youth sports teams, college organizations, collegiate athletes, teachers, junior and high school students, youth groups, local companies, chamber of commerce members, corporate organizations, and elected officials, our services are designed to meet your groups unique needs. SARAH, & TJ CHAT WITH LEIGH & KC ABOUT - How EDR Started - What their background is - Risk Management - What they offer RESOURCES AND LINKS MENTIONED IN THIS EPISODE: - https://www.edrplay.com/ --- Send in a voice message: https://podcasters.spotify.com/pod/show/tamuannenberg/message

Leadership and Learning: Insights from a Dog Training Expert In this episode of Success In Mind, Brady Foulk shares his journey from struggling to control his first dog to becoming a respected trainer who can teach dogs to perform complex tasks. Brady emphasizes that leadership in dog training reflects on general leadership skills, advocating for positive reinforcement over punishment. Brady discusses the importance of understanding dog psychology, effectively communicating with them, and the challenges of marketing a dog training business. Additionally, the conversation touches on personal motivation, the impact of asking better questions when faced with frustration, and approaches to working with clients in a digital age.  Connect with Brady Foulk: https://www.newdirectiondogtraining.com/free-community1 Instagram: https://www.instagram.com/nddogtraining/ YouTube: https://www.youtube.com/channel/UCLRa0ZNrCnVNdRxKXWrJ6oA Connect with Teri Holland: Follow me on Instagram: www.instagram.com/theteriholland Join the 5-Day Launch Your Podcast Challenge: www.teriholland.ca/5daypodcast   Chapters: 00:00 Introduction to Leadership and Dog Training 01:27 Meet Brady Foulk 03:54 Training Dogs and Their Owners 06:19 Leadership Lessons Learned Through Dog Training 15:33 Overcoming Challenges and Staying Motivated 20:35 Engaging with the Community 22:37 Rapid Fire Questions

A Note from James:"Get Better at Anything: 12 Maxims for Mastery." I first met Scott Young nearly ten years ago when he completed all the requirements for a four-year MIT degree in computer science in just 12 months. He's an expert at learning things quickly and recently authored the book "Get Better at Anything: 12 Maxims for Mastery."I had the opportunity to sit down and talk with him, as I'm always interested in learning and mastering new skills. Scott Young excels in this area, and we discuss it thoroughly in this episode.Episode Description:In a vibrant dialogue that traverses the breadth of learning, James Altucher and Scott Young dissect the complexities of acquiring new skills across diverse fields. From Scott's pursuit of an MIT degree in a record-breaking year to effective strategies for mastering anything, this episode is a treasure trove for anyone looking to elevate their learning game. James explores the psychological underpinnings and practical applications of learning principles, drawing on examples from chess, writing, acting, and more to illustrate the multifaceted nature of learning and mastery. Scott Young provides insights from his book, offering listeners a blend of storytelling, scientific research, and personal anecdotes. Whether you're a lifelong learner, an educator, seeking to break through personal boundaries, or simply curious about the mechanics of mastering new skills, this episode is a compelling journey into understanding how we learn best.Episode Summary:00:00 Introduction to Mastery and Learning Quickly00:08 Scott Young's Journey and the Art of Ultra Learning01:57 The Science of Learning: Insights and Strategies05:43 Exploring the Role of Talent in Learning06:56 Case Study: Annette Oberstadt's Poker Mastery17:56 The Importance of Quantity and Practice in Mastery24:25 Understanding Chunking and Pattern Recognition29:38 The Power of Variability in Learning33:36 Applying Knowledge: The Challenge of Retrieval35:39 Unlocking the Basics: Starting Your Learning Journey35:51 Deep Dive into Learning Piano: Strategies and Pitfalls38:12 Exploring Creativity in Music and Writing40:41 The Role of Theory in Creative Mastery45:40 Learning Across Lifespans: Adapting and Overcoming46:45 The Power of Procedural Learning and Memory Systems01:01:41 Harnessing Improv for Acting: A Unique Approach01:04:57 Aging and Learning: Cognitive Shifts Over Time01:10:29 The Joy of Learning: Flow, Mastery, and Well-beingScott Young's website: Scott H. YoungGet Better at Anything: 12 Maxims for Mastery by Scott Young: https://www.scotthyoung.com/blog/getbetter/Harlan Ellison: Information about the writer can be found on WikipediaThe Hero With a Thousand Faces by Joseph Campbell: Find details on WikipediaOctavia Butler: Learn more about the author on WikipediaClarion Science Fiction and Fantasy Writers' Workshop: More information can be found on their official websiteArthur Brooks: Discover more about his work on his official website ------------What do YOU think of the show? Head to JamesAltucherShow.com/listeners and fill out a short survey that will help us better tailor the podcast to our audience!Are you interested in getting direct answers from James about your question on a podcast? Go to JamesAltucherShow.com/AskAltucher and send in your questions to be answered on the air!------------Visit Notepd.com to read our idea lists & sign up to create your own!My new book, Skip the Line, is out! Make sure you get a copy wherever books are sold!Join the You Should Run for President 2.0 Facebook Group, where we discuss why you should run for President.I write about all my podcasts! Check out the full post and learn what I learned at jamesaltuchershow.com------------Thank you so much for listening! If you like this episode, please rate, review, and subscribe to “The James Altucher Show” wherever you get your podcasts: Apple PodcastsiHeart RadioSpotifyFollow me on social media:YouTubeTwitterFacebookLinkedIn

A Note from James:"Get Better at Anything: 12 Maxims for Mastery." I first met Scott Young nearly ten years ago when he completed all the requirements for a four-year MIT degree in computer science in just 12 months. He's an expert at learning things quickly and recently authored the book "Get Better at Anything: 12 Maxims for Mastery."I had the opportunity to sit down and talk with him, as I'm always interested in learning and mastering new skills. Scott Young excels in this area, and we discuss it thoroughly in this episode.Episode Description:In a vibrant dialogue that traverses the breadth of learning, James Altucher and Scott Young dissect the complexities of acquiring new skills across diverse fields. From Scott's pursuit of an MIT degree in a record-breaking year to effective strategies for mastering anything, this episode is a treasure trove for anyone looking to elevate their learning game. James explores the psychological underpinnings and practical applications of learning principles, drawing on examples from chess, writing, acting, and more to illustrate the multifaceted nature of learning and mastery. Scott Young provides insights from his book, offering listeners a blend of storytelling, scientific research, and personal anecdotes. Whether you're a lifelong learner, an educator, seeking to break through personal boundaries, or simply curious about the mechanics of mastering new skills, this episode is a compelling journey into understanding how we learn best.Episode Summary:00:00 Introduction to Mastery and Learning Quickly00:08 Scott Young's Journey and the Art of Ultra Learning01:57 The Science of Learning: Insights and Strategies05:43 Exploring the Role of Talent in Learning06:56 Case Study: Annette Oberstadt's Poker Mastery17:56 The Importance of Quantity and Practice in Mastery24:25 Understanding Chunking and Pattern Recognition29:38 The Power of Variability in Learning33:36 Applying Knowledge: The Challenge of Retrieval35:39 Unlocking the Basics: Starting Your Learning Journey35:51 Deep Dive into Learning Piano: Strategies and Pitfalls38:12 Exploring Creativity in Music and Writing40:41 The Role of Theory in Creative Mastery45:40 Learning Across Lifespans: Adapting and Overcoming46:45 The Power of Procedural Learning and Memory Systems01:01:41 Harnessing Improv for Acting: A Unique Approach01:04:57 Aging and Learning: Cognitive Shifts Over Time01:10:29 The Joy of Learning: Flow, Mastery, and Well-beingScott Young's website: Scott H. YoungGet Better at Anything: 12 Maxims for Mastery by Scott Young: https://www.scotthyoung.com/blog/getbetter/Harlan Ellison: Information about the writer can be found on WikipediaThe Hero With a Thousand Faces by Joseph Campbell: Find details on WikipediaOctavia Butler: Learn more about the author on WikipediaClarion Science Fiction and Fantasy Writers' Workshop: More information can be found on their official websiteArthur Brooks: Discover more about his work on his official website ------------What do YOU think of the show? Head to JamesAltucherShow.com/listeners and fill out a short survey that will help us better tailor the podcast to our audience!Are you interested in getting direct answers from James about your question on a podcast? Go to JamesAltucherShow.com/AskAltucher and send in your questions to be answered on the air!------------Visit Notepd.com to read our idea lists & sign up to create your own!My new book, Skip the Line, is out! Make sure you get a copy wherever books are sold!Join the You Should Run for President 2.0 Facebook Group, where we discuss why you should run for President.I write about all my podcasts! Check out the full post and learn what I learned at jamesaltuchershow.com------------Thank you so much for listening! If you like this episode, please rate, review, and subscribe to "The James Altucher...

Upcoming Event!How Can Mindfulness Help You Reach Financial Independence?Do you want to reduce money anxiety, but don't know who to trust?Would you like to learn how to set up and manage your own retirement plan?Do you want to know how we create a passive income stream you can't outlive?If yes, join us and learn how to answer the 4 critical financial independence questions:Am I on track for financial independence?What do I need to do to get on track?How do I design a mindful investing portfolio?How do I manage that portfolio and my income over time through changing markets?Learn more: https://courses.mindful.money/financial-independence-bootcampIn this episode, I speak with Ben Wildavsky, a seasoned expert in education policy and a visiting scholar at the University of Virginia School of Education and Human Development. Ben shares insights from his new book, "The Career Arts: Making the Most of College, Credentials, and Connections,” new from Princeton University Press in November 2023 which delves into making the most of college through career credentials and connections. We explore the value of college education in today's economic landscape, discussing the balance between acquiring broad skills and targeted skills that the job market demands. Ben's perspective is rooted in extensive research and personal experiences, making our conversation not only informative but also deeply relatable for anyone thinking about the true value of higher education.Ben also opens up about the concept of social capital and its critical role in career advancement, especially for first-generation college students. He provides practical advice on how students can build their networks and leverage these connections to enhance their career prospects. This discussion is particularly close to my heart as we navigate the complexities of preparing students for a world that values both academic and practical skills. Ben's thoughtful approach to these topics, combined with his genuine passion for education, makes this episode a must-listen for parents, students, and educators alike. Join us as we unpack the tools necessary for turning educational investments into successful careers.

In this episode, Dan and Lauren welcome Dr. Morris Thomas, Assistant Provost for Digital and Online Learning and Director for the Center for Excellence in Teaching, Learning, and Assessment at Howard University. He shares his perspective on teaching and learning during and through the pandemic, emphasizing the increased importance of faculty readiness for online teaching. The group explores the changes educators are facing, and where to find resources to address them. The conversation helps provide insights for leadership educators seeking to navigate the changing educational landscape. Resources mentioned in this episode include: ----more---- Gallup article that supplements the Four Domains discussion Morris's article "A Missing Piece [Peace]: Teaching & Learning in the Digital Age"

Learning to teach mathematics teachers better with Dr. Cat Maiorca from Oklahoma State University and Dr. Jessica Ivy from Purdue University Northwest. They share findings from their presentation at the AMTE 2024 conference that won the 2024 AMTE National Technology Leadership Initiative award, entitled Developing Mathematics Lessons and Assessments with Chatbots for Learning in Teacher Education: Innovation and Challenges. During this conversation, they describe considerations for judiciously selecting and using Artificial Intelligence (AI) tools in mathematics teacher education. Show notes: Our guests are joined by their colleagues to present an AMTE Webinar on this topic on April 3, 2024. AI-Powered Math Education: What Math Teacher Educators Need to Know (https://amte.net/content/ai-powered-math-education-what-math-teacher-educators-need-know) Wednesday, April 3 2024, 9 am Pacific; 12:00 pm Eastern Artificial Intelligence and the Future of Teaching and Learning U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, Washington, DC, 2023. https://tech.ed.gov/ai/ (https://tech.ed.gov/ai/) Reinhart, S. C. (2000). Never say anything a kid can say! Mathematics Teaching in the Middle School, 5(8), 478-483. https://doi.org/10.5951/MTMS.5.8.0478 (https://doi.org/10.5951/MTMS.5.8.0478) Sinek, S. (2009, September). How great leaders inspire action. TEDxPuget Sound. https://www.ted.com/talks/simonsinekhowgreatleadersinspireaction?language=en (https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action?language=en) AI Tools to play with: (inclusion does not imply endorsement) Magic School (https://www.magicschool.ai/) Claude (https://claude.ai/login?returnTo=%2F) ChatGPT (https://chat.openai.com/auth/login) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net) Special Guests: Cat Maiorca and Jessica Ivy.

In this illuminating Episode 7, we delve into the crucial aspects of learning gaps and their profound impact on leadership and personal development. Joined by our guest, Kyle, we explore the six learning gaps identified by Julie Dirksen - knowledge, skill, motivation, habit, environment, and communication - and discuss how understanding and addressing these gaps can enhance leadership effectiveness. From engaging anecdotes to practical advice, this episode is a must-listen for anyone looking to elevate their leadership skills and foster a culture of continuous learning and improvement.

In this episode, your host, Evan Hackle, engages in a captivating conversation with Vena Sterling, a distinguished figure from the Leadership Research Institute. Together, they explore the evolving landscape of learning, the challenges of hybrid working models, and the imperative of maintaining a healthy work-life balance. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I emphasize the importance of seeking guidance and embracing continuous learning. I share my experience of facing financial constraints in my early 20s but being determined to learn through various means, including the internet, library, and YouTube. I stress the value of creating a support system with peers, university staff, and coaches, and highlight the humility of seeking help. My journey led me to discover a passion for research and sharing knowledge. The overarching lesson is that maturity comes from recognizing the need for assistance; with time, one can become a support system for others. I conclude with the advice that age should not limit the pursuit of learning and that having a perpetual thirst for knowledge is crucial. ••••••••••••• CONNECT

In this episode, Rob sits down with Lewis Menelaws from Coding with Lewis, a prominent social media influencer and content creator specializing in entertaining and empowering software developers. Together, they explore the evolving landscape of learning the craft, drawing comparisons between the present day and the learning experiences of 25 years ago.The conversation delves into the transformative impact of AI on the learning process and Lewis shares valuable insights on how senior leaders and developers can effectively guide and empower the upcoming generation of developers. Tune in for a thoughtful discussion on the past, present, and future of software development education.Have someone you'd like to hear on the podcast, reach out to us on X/Twitter at @CircleCI!

In this insightful episode, we sit down with Amy Chronis, a Deloitte veteran with a passion for innovation and transformation in the energy sector, to explore the dynamic changes and technological advancements shaping the industry.This episode dives into: Deloitte's Greenhouse Experience: Amy shares the concept behind Deloitte's Greenhouse facilities, designed to foster innovation and problem-solving through immersive experiences. Amy's Role and Focus: A look into Amy's extensive responsibilities, including her focus on client relationships, team development, and industry-specific challenges. Industry Evolution: Discussion on the ongoing transformation within the energy and chemicals sectors, emphasizing the shift towards advanced materials and diversified energy sources. Career Journey: Amy reflects on her career trajectory, from her early days at Arthur Andersen to her current leadership role at Deloitte. Economic Cycles and Learning: Insights into how economic booms and busts have provided learning opportunities and shaped Amy's approach to industry challenges. Diversity and Innovation in Houston: Amy talks about Houston's diversity and its role as a hub for energy evolution and innovation. AI and the Future of Energy: A deep dive into the transformative potential of AI in the energy sector, including its impact on operations, decision-making, and customer experiences. Challenges in the Energy Sector: Amy discusses the current challenges faced by energy companies, such as AI integration, supply chain issues, and the need for innovation in response to geopolitical pressures. Deloitte's Research and Insights: An overview of Deloitte's research on the energy sector, highlighting the financial performance of energy companies and the strategic use of surplus cash for innovation. Learn more about EnergyX: https://bit.ly/3pedpdC

Enjoy today's podcast! Contact me @polyglotazren or at azrenthelanguagenerd.com/contact if you have any comments or questions.

In this bonus episode of The Business of Tech, host Dave chats with Brian Clayton, the founder of a consumer-level marketplace. They discuss the challenges and intricacies of building a successful marketplace, particularly in the MSP and IT services space. Brian shares his own journey from landscaping to software and how he leveraged his entrepreneurial skills to create a thriving marketplace. Tune in to learn valuable insights on navigating the world of marketplaces in the IT channel.Advertiser: https://gozynta.com/payments/Looking for a link from the stories? The entire script of the show, with links to articles, are posted in each story on https://www.businessof.tech/Do you want the show on your podcast app or the written versions of the stories? Subscribe to the Business of Tech: https://www.businessof.tech/subscribe/Support the show on Patreon: https://patreon.com/mspradio/Want our stuff? Cool Merch? Wear “Why Do We Care?” - Visit https://mspradio.myspreadshop.comFollow us on:LinkedIn: https://www.linkedin.com/company/28908079/YouTube: https://youtube.com/mspradio/Facebook: https://www.facebook.com/mspradionews/Instagram: https://www.instagram.com/mspradio/

In this episode we dive into the dynamic world of learning in the digital era, with a specific focus on how to engage and empower Generation Z. Join us as we uncover effective strategies for adapting to Gen Z's unique learning preferences.   Learn why the buddy system works by exploring the shift from traditional face-to-face mentorship to a dynamic peer-based approach, aligning with Gen Z's preference for accessibility.   Uncover why Gen Z highly values immediate, constructive feedback, recognizing how it catalyzes their growth, while also delving into the dynamics of intergenerational digital communication.  Discover how organizations can successfully accommodate Gen Z's self-reliant and self-advocating learning style, fostering a culture of ongoing learning through skill development opportunities.  Guests:   Meghan Grace  Diana Pisone  Julia Carnaghi   Tune in to our episodes for more, and subscribe so you don't miss our upcoming episodes.  Thank you to our sponsors Mannington Commercial, THEMART and NeoCon. 

Education Headline RoundupThe United States' Office of Educational Technology has released a new policy report entitled Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations. The report offers high-level definitions and recommendations aimed at educators and administrators.Florida's public university system has approved the use of a new and controversial college entrance exam known as the Classic Learning Test (CLT).Teaching History: Learning, Unlearning, and Building Context in the ClassroomThe study of the past is an essential component of a well-rounded education and a gateway to meaningful civic participation. Why, then, do 85% of eighth-graders score below proficient in U.S. history? Amid shifting sentiments on research, misinformation, and the impact of mass media on the historical record, we're tackling the subject of how history is taught at both the K-12 and postsecondary levels. We discuss the role that textbooks play in the modern history classroom and the difficulties that come with developing age-appropriate curricula covering difficult or sensitive subject matters. Bonus content: we review a few of the lessons we were taught as kids that haven't stood the test of time, featuring George Washington's teeth, indisputable rules of grammar, and the Industrial Revolution. Sources & Resources:Eleven Warriors: "BIG Ten Officials Tell Ryan Day..."YouTube - H.E. Keiko Nagaoka from Arctic CircleOffice of Education Technology - Artificial Intelligence and the Future of Teaching and LearningMEXT - Chronology of the Ministry of Education, Culture, Sports, Science and Technology(MEXT)The New York Times - Florida Expected to Approve Classical Exam as a Competitor to the SAT by Dana GoldsteinCLT Tests - MissionNPR - What to know about Florida's 'classic' alternative to the SAT by Juliana KimEducationWeek - Sure, We Teach History. But Do We Know Why It's Important? by Andrew UjifusaForbes - Why We Need To Start Teaching History In Kindergarten by Natalie WexlerPerspectives on History - Teaching Content, Teaching Skills by Katharina MatroLibro.fm - Meet You in Hell by Les StandifordSmithsonian Magazine - Even Though He Is Revered Today, MLK Was Widely Disliked by the American Public When He Was Killed by James C. CobbLibrary of Congress - Abraham Lincoln papers: Series 2. General Correspondence. 1858-1864: Abraham Lincoln to Horace Greeley, Friday, August 22, 1862 (Clipping from Aug. 23, 1862 Daily National Intelligencer, Washington, D.C.) 

In this interview, Rick and Kaleem dive into the remarkable journey of Rajeeb Dey, a successful entrepreneur and the founder and CEO of Learnerbly, a cutting-edge learning platform for employee professional development. Rajeeb's entrepreneurial ventures began with "Entrepreneurial Internships," connecting students with startups and small businesses for valuable internships. His next venture, "Startup Britain," aimed to promote entrepreneurship and support startups, catapulting him to becoming one of the Young Global Leaders recognized by the World Economic Forum.Learnerbly made a seamless transition to a remote-first model during the pandemic, recognizing the numerous benefits of remote work, such as increased employee productivity and engagement. The platform offers a diverse array of learning resources, including books, coaching, courses, podcasts, and more, curated from over 200 different providers, empowering employees to tailor their learning journey to their preferences.Remote work has transformed the landscape of employee development, and organizations are investing in upskilling and reskilling to retain talent and drive engagement. Learnerbly's platform plays a pivotal role in empowering employees to take charge of their growth while fostering a social aspect through Slack integration and activity feeds, enabling a thriving remote learning environment.Rajeeb's journey from founding entrepreneurial internships to leading Learnerbly and becoming a Young Global Leader as part of the World Economic Forum exemplifies his visionary approach and commitment to effecting positive change in the world of work and employee development.Gain valuable insights on the future of remote work, the importance of a growth mindset, and the fascinating journey of an entrepreneur making waves in the global stage. Don't miss this inspiring podcast packed with invaluable perspectives and intriguing anecdotes from a visionary leader, Rajeeb Dey.Connect with Rajeeb DeyLinkedIn - https://www.linkedin.com/in/rajeebdey/ Learnably - https://www.learnerbly.com/Hubble Pass - https://hubblehq.com/

Pablo Molina, associate vice president of information technology and chief information security officer at Drexel University and adjunct professor at Georgetown University, leads the conversation on the implications of artificial intelligence in higher education.   FASKIANOS: Welcome to CFR's Higher Education Webinar. I'm Irina Faskianos, vice president of the National Program and Outreach here at CFR. Thank you for joining us. Today's discussion is on the record, and the video and transcript will be available on our website, CFR.org/Academic, if you would like to share it with your colleagues. As always, CFR takes no institutional positions on matters of policy. We are delighted to have Pablo Molina with us to discuss implications of artificial intelligence in higher education. Dr. Molina is chief information security officer and associate vice president at Drexel University. He is also an adjunct professor at Georgetown University. Dr. Molina is the founder and executive director of the International Applies Ethics in Technology Association, which aims to raise awareness on ethical issues in technology. He regularly comments on stories about privacy, the ethics of tech companies, and laws related to technology and information management. And he's received numerous awards relating to technology and serves on the board of the Electronic Privacy Information Center and the Center for AI and Digital Policy. So Dr. P, welcome. Thank you very much for being with us today. Obviously, AI is on the top of everyone's mind, with ChatGPT coming out and being in the news, and so many other stories about what AI is going to—how it's going to change the world. So I thought you could focus in specifically on how artificial intelligence will change and is influencing higher education, and what you're seeing, the trends in your community. MOLINA: Irina, thank you very much for the opportunity, to the Council on Foreign Relations, to be here and express my views. Thank you, everybody, for taking time out of your busy schedules to listen to this. And hopefully, I'll have the opportunity to learn much from your questions and answer some of them to the best of my ability. Well, since I'm a professor too, I like to start by giving you homework. And the homework is this: I do not know how much people know about artificial intelligence. In my opinion, anybody who has ever used ChatGPT considers herself or himself an expert. To some extent, you are, because you have used one of the first publicly available artificial intelligence tools out there and you know more than those who haven't. So if you have used ChatGPT, or Google Bard, or other services, you already have a leg up to understand at least one aspect of artificial intelligence, known as generative artificial intelligence. Now, if you want to learn more about this, there's a big textbook about this big. I'm not endorsing it. All I'm saying, for those people who are very curious, there are two great academics, Russell and Norvig. They're in their fourth edition of a wonderful book that covers every aspect of—technical aspect of artificial intelligence, called Artificial Intelligence: A Modern Approach. And if you're really interested in how artificial intelligence can impact higher education, I recommend a report by the U.S. Department of Education that was released earlier this year in Washington, DC from the Office of Education Technology. It's called Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations. So if you do all these things and you read all these things, you will hopefully transition from being whatever expert you were before—to a pandemic and Ukrainian war expert—to an artificial intelligence expert. So how do I think that all these wonderful things are going to affect artificial intelligence? Well, as human beings, we tend to overestimate the impact of technology in the short run and really underestimate the impact of technology in the long run. And I believe this is also the case with artificial intelligence. We're in a moment where there's a lot of hype about artificial intelligence. It will solve every problem under the sky. But it will also create the most catastrophic future and dystopia that we can imagine. And possibly neither one of these two are true, particularly if we regulate and use these technologies and develop them following some standard guidelines that we have followed in the past, for better or worse. So how is artificial intelligence affecting higher education? Well, number one, there is a great lack of regulation and legislation. So if you know, for example around this, OpenAI released ChatGPT. People started trying it. And all of a sudden there were people like here, where I'm speaking to you from, in Italy. I'm in Rome on vacation right now. And Italian data protection agency said: Listen, we're concerned about the privacy of this tool for citizens of Italy. So the company agreed to establish some rules, some guidelines and guardrails on the tool. And then it reopened to the Italian public, after being closed for a while. The same thing happened with the Canadian data protection authorities. In the United States, well, not much has happened, except that one of the organizations on which board I serve, the Center for Artificial Intelligence and Digital Policy, earlier this year in March of 2023 filed a sixty-four-page complaint with the Federal Trade Commission. Which is basically we're asking the Federal Trade Commission: You do have the authority to investigate how these tools can affect the U.S. consumers. Please do so, because this is your purview, and this is your responsibility. And we're still waiting on the agency to declare what the next steps are going to be. If you look at other bodies of legislation or regulation on artificial intelligence that can help us guide artificial intelligence, well, you can certainly pay attention to the U.S. Congress. And what is the U.S. Congress doing? Yeah, pretty much that, not much, to be honest. They listen to Sam Altman, the founder of ChatGPT, who recently testified before Congress, urging Congress to regulate artificial intelligence. Which is quite clever on his part. So it was on May 17 that he testified that we could be facing catastrophic damage ahead if artificial intelligence technology is not regulated in time. He also sounded the alarm about counterfeit humans, meaning that these machines could replace what we think a person is, at least virtually. And also warned about the end of factual evidence, because with artificial intelligence anything can be fabricated. Not only that, but he pointed out that artificial intelligence could start wars and destroy democracy. Certainly very, very grim predictions. And before this, many of the companies were self-regulating for artificial intelligence. If you look at Google, Microsoft, Facebook now Meta. All of them have their own artificial intelligence self-guiding principles. Most of them were very aspirational. Those could help us in higher education because, at the very least, it can help us create our own policies and guidelines for our community members—faculty, staff, students, researchers, administrators, partners, vendors, alumni—anybody who happens to interact with our institutions of higher learning. Now, what else is happening out there? Well, we have tons, tons of laws that have to do with the technology and regulations. Things like the Gramm-Leach-Bliley Act, or the Securities and Exchange Commission, the Sarbanes-Oxley. Federal regulations like FISMA, and Cybersecurity Maturity Model Certification, Payment Card Industry, there is the Computer Fraud and Abuse Act, there is the Budapest Convention where cybersecurity insurance providers will tells us what to do and what not to do about technology. We have state laws and many privacy laws. But, to be honest, very few artificial intelligence laws. And it's groundbreaking in Europe that the European parliamentarians have agreed to discuss the Artificial Intelligence Act, which could be the first one really to be passed at this level in the world, after some efforts by China and other countries. And, if adopted, could be a landmark change in the adoption of artificial intelligence. In the United States, even though Congress is not doing much, what the White House is trying to position itself in the realm of artificial intelligence. So there's an executive order in February of 2023—that many of us in higher education read because, once again, we're trying to find inspiration for our own rules and regulations—that tells federal agencies that they have to root out bias in the design and use of new technologies, including artificial intelligence, because they have to protect the public from algorithm discrimination. And we all believe this. In higher education, we believe in being fair and transparent and accountable. I would be surprised if any of us is not concerned about making sure that our technology use, our artificial technology use, does not follow these particular principles as proposed by the Organization for Economic Cooperation and Development, and many other bodies of ethics and expertise. Now, the White House also announced new centers—research and development centers with some new national artificial intelligence research institutes. Many of us will collaborate with those in our research projects. A call for public assessments of existing generative artificial intelligence systems, like ChatGPT. And also is trying to enact or is enacting policies to ensure that U.S. government—the U.S. government, the executive branch, is leading by example when mitigating artificial intelligence risks and harnessing artificial intelligence opportunities. Because, in spite of all the concerns about this, it's all about the opportunities that we hope to achieve with artificial intelligence. And when we look at how specifically can we benefit from artificial intelligence in higher education, well, certainly we can start with new and modified academic offerings. I would be surprised if most of us will not have degrees—certainly, we already have degrees—graduate degrees on artificial intelligence, and machine learning, and many others. But I would be surprised if we don't even add some bachelor's degrees in this field, or we don't modify significantly some of our existing academic offerings to incorporate artificial intelligence in various specialties, our courses, or components of the courses that we teach our students. We're looking at amazing research opportunities, things that we'll be able to do with artificial intelligence that we couldn't even think about before, that are going to expand our ability to generate new knowledge to contribute to society, with federal funding, with private funding. We're looking at improved knowledge management, something that librarians are always very concerned about, the preservation and distribution of knowledge. The idea would be that artificial intelligence will help us find better the things that we're looking for, the things that we need in order to conduct our academic work. We're certainly looking at new and modified pedagogical approaches, new ways of learning and teaching, including the promise of adaptive learning, something that really can tell students: Hey, you're not getting this particular concept. Why don't you go back and study it in a different way with a different virtual avatar, using simulations or virtual assistance? In almost every discipline and academic endeavor. We're looking very concerned, because we're concerned about offering, you know, a good value for the money when it comes to education. So we're hoping to achieve extreme efficiencies, better ways to run admissions, better ways to guide students through their academic careers, better way to coach them into professional opportunities. And many of this will be possible thanks to artificial intelligence. And also, let's not forget this, but we still have many underserved students, and they're underserved because they either cannot afford education or maybe they have physical or cognitive disabilities. And artificial intelligence can really help us reach to those students and offer them new opportunities to advance their education and fulfill their academic and professional goals. And I think this is a good introduction. And I'd love to talk about all the things that can go wrong. I'd love to talk about all the things that we should be doing so that things don't go as wrong as predicted. But I think this is a good way to set the stage for the discussion. FASKIANOS: Fantastic. Thank you so much. So we're going to go all of you now for your questions and comments, share best practices. (Gives queuing instructions.) All right. So I'm going first to Gabriel Doncel has a written question, adjunct faculty at the University of Delaware: How do we incentivize students to approach generative AI tools like ChatGPT for text in ways that emphasize critical thinking and analysis? MOLINA: I always like to start with a difficult question, so I very much, Gabriel Doncel, for that particular question. And, as you know, there are several approaches to adopting tools like ChatGPT on campus by students. One of them is to say: No, over my dead body. If you use ChatGPT, you're cheating. Even if you cite ChatGPT, we can consider you to be cheating. And not only that, but some institutions have invested in tools that can detect whether or something was written with ChatGPT or similar rules. There are other faculty members and other academic institutions that are realizing these tools will be available when these students join the workforce. So our job is to help them do the best that they can by using these particular tools, to make sure they avoid some of the mishaps that have already happened. There are a number of lawyers who have used ChatGPT to file legal briefs. And when the judges received those briefs, and read through them, and looked at the citations they realized that some of the citations were completely made up, were not real cases. Hence, the lawyers faced professional disciplinary action because they used the tool without the professional review that is required. So hopefully we're going to educate our students and we're going to set policy and guideline boundaries for them to use these, as well as sometimes the necessary technical controls for those students who may not be that ethically inclined to follow our guidelines and policies. But I think that to hide our heads in the sand and pretend that these tools are not out there for students to use would be—it's a disserve to our institutions, to our students, and the mission that we have of training the next generation of knowledge workers. FASKIANOS: Thank you. I'm going to go next to Meena Bose, who has a raised hand. Meena, if you can unmute yourself and identify yourself. Q: Thank you, Irina. Thank you for this very important talk. And my question is a little—(laughs)—it's formative, but really—I have been thinking about what you were saying about the role of AI in academic life. And I don't—particularly for undergraduates, for admissions, advisement, guidance on curriculum. And I don't want to have my head in the sand about this, as you just said—(laughs)—but it seems to me that any kind of meaningful interaction with students, particularly students who have not had any exposure to college before, depends upon kind of multiple feedback with faculty members, development of mentors, to excel in college and to consider opportunities after. So I'm struggling a little bit to see how AI can be instructive for that part of college life, beyond kind of providing information, I guess. But I guess the web does that already. So welcome your thoughts. Thank you. FASKIANOS: And Meena's at Hofstra University. MOLINA: Thank you. You know, it's a great question. And the idea that everybody is proposing right here is we are not—artificial intelligence companies, at least at first. We'll see in the future because, you know, it depends on how it's regulated. But they're not trying, or so they claim, to replace doctors, or architects, or professors, or mentors, or administrators. They're trying to help those—precisely those people in those professions, and the people they served gain access to more information. And you're right in a sense that that information is already on the web. But we've aways had a problem finding that information regularly on the web. And you may remember that when Google came along, I mean, it swept through every other search engine out there AltaVista, Yahoo, and many others, because, you know, it had a very good search algorithm. And now we're going to the next level. The next level is where you ask ChatGPT in human-natural language. You're not trying to combine the three words that say, OK, is the economics class required? No, no, you're telling ChatGPT, hey, listen, I'm in the master's in business administration at Drexel University and I'm trying to take more economic classes. What recommendations do you have for me? And this is where you can have a preliminary one, and also a caveat there, as most of these search engine—generative AI engines already have, that tell you: We're not here to replace the experts. Make sure you discuss your questions with the experts. We will not give you medical advice. We will not give you educational advice. We're just here, to some extent, for guiding purposes and, even now, for experimental and entertainment purposes. So I think you are absolutely right that we have to be very judicious about how we use these tools to support the students. Now, that said, I had the privilege of working for public universities in the state of Connecticut when I was the CIO. I also had the opportunity early in my career to attend public university in Europe, in Spain, where we were hundreds of students in class. We couldn't get any attention from the faculty. There were no mentors, there were no counselors, or anybody else. Is it better to have nobody to help you or is it better to have at least some technology guidance that can help you find the information that otherwise is spread throughout many different systems that are like ivory towers—emissions on one side, economics on the other, academics advising on the other, and everything else. So thank you for a wonderful question and reflection. FASKIANOS: I'm going to take the next question written from Dr. Russell Thomas, a senior lecturer in the Department of International Relations and Diplomatic Studies at Cavendish University in Uganda: What are the skills and competencies that higher education students and faculty need to develop to think in an AI-driven world? MOLINA: So we could argue here that something very similar has happened already with many information technologies and communication technologies. It is the understanding at first faculty members did not want to use email, or the web, or many other tools because they were too busy with their disciplines. And rightly so. They were brilliant economists, or philosophers, or biologists. They didn't have enough time to learn all these new technologies to interact with the students. But eventually they did learn, because they realized that it was the only way to meet the students where they were and to communicate with them in efficient ways. Now, I have to be honest; when it comes to the use of technology—and we'll unpack the numbers—it was part of my doctoral dissertation, when I expanded the adoption of technology models, that tells you about early adopters, and mainstream adopters, and late adopters, and laggards. But I uncovered a new category for some of the institutions where I worked called the over-my-dead-body adopters. And these were some of the faculty members who say: I will never switch word processors. I will never use this technology. It's only forty years until I retire, probably eighty more until I die. I don't have to do this. And, to be honest, we have a responsibility to understand that those artificial intelligence tools are out there, and to guide the students as to what is the acceptable use of those technologies within the disciplines and the courses that we teach them in. Because they will find those available in a very competitive work market, in a competitive labor market, because they can derive some benefit from them. But also, we don't want to shortchange their educational attainment just because they go behind our backs to copy and paste from ChatGPT, learning nothing. Going back to the question by Gabriel Doncel, not learning to exercise the critical thinking, using citations and material that is unverified, that was borrowed from the internet without any authority, without any attention to the different points of view. I mean, if you've used ChatGPT for a while—and I have personally, even to prepare some basic thank-you speeches, which are all very formal, even to contest a traffic ticket in Washington, DC, when I was speeding but I don't want to pay the ticket anyway. Even for just research purposes, you could realize that most of the writing from ChatGPT has a very, very common style. Which is, oh, on the one hand people say this, on the other hand people say that. Well, the critical thinking will tell you, sure, there are two different opinions, but this is what I think myself, and this is why I think about this. And these are some of the skills, the critical thinking skills, that we must continue to teach the students and not to, you know, put blinds around their eyes to say, oh, continue focusing only on the textbook and the website. No, no. Look at the other tools but use them judiciously. FASKIANOS: Thank you. I'm going to go next to Clemente Abrokwaa. Raised hand, if you can identify yourself, please. Q: Hi. Thanks so much for your talk. It's something that has been—I'm from Penn State University. And this is a very important topic, I think. And some of the earlier speakers have already asked the questions I was going to ask. (Laughs.) But one thing that I would like to say that, as you said, we cannot bury our heads in the sand. No matter what we think, the technology is already here. So we cannot avoid it. My question, though, is what do you think about the artificial intelligence, the use of that in, say, for example, graduate students using it to write dissertations? You did mention about the lawyers that use it to write their briefs, and they were caught. But in dissertations and also in class—for example, you have students—you have about forty students. You give a written assignment. You make—when you start grading, you have grading fatigue. And so at some point you lose interest of actually checking. And so I'm kind of concerned about that how it will affect the students' desire to actually go and research without resorting to the use of AI. MOLINA: Well, Clemente, fellow colleague from the state of Pennsylvania, thank you for that, once again, both a question and a reflection here. Listen, many of us wrote our doctoral dissertations—mine at Georgetown. At one point of time, I was so tired of writing about the same topics, following the wonderful advice, but also the whims of my dissertation committee, that I was this close from outsourcing my thesis to China. I didn't, but I thought about it. And now graduate students are thinking, OK, why am I going through the difficulties of writing this when ChatGPT can do it for me and the deadline is tomorrow? Well, this is what will distinguish the good students and the good professionals from the other ones. And the interesting part is, as you know, when we teach graduate students we're teaching them critical thinking skills, but also teaching them now to express themselves, you know, either orally or in writing. And writing effectively is fundamental in the professions, but also absolutely critical in academic settings. And anybody who's just copying and pasting from ChatGPT to these documents cannot do that level of writing. But you're absolutely right. Let's say that we have an adjunct faculty member who's teaching a hundred students. Will that person go through every single essay to find out whether students were cheating with ChatGPT? Probably not. And this is why there are also enterprising people who are using artificial intelligence to find out and tell you whether a paper was written using artificial intelligence. So it's a little bit like this fighting of different sources and business opportunities for all of them. And we've done this. We've used antiplagiarism tools in the past because we knew that students were copying and pasting using Google Scholar and many other sources. And now oftentimes we run antiplagiarism tools. We didn't write them ourselves. Or we tell the students, you run it yourself and you give it to me. And make sure you are not accidentally not citing things that could end up jeopardizing your ability to get a graduate degree because your work was not up to snuff with the requirements of our stringent academic programs. So I would argue that this antiplagiarism tools that we're using will more often than not, and sooner than expected, incorporate the detection of artificial intelligence writeups. And also the interesting part is to tell the students, well, if you do choose to use any of these tools, what are the rules of engagement? Can you ask it to write a paragraph and then you cite it, and you mention that ChatGPT wrote it? Not to mention, in addition to that, all the issues about artificial intelligence, which the courts are deciding now, regarding the intellectual property of those productions. If a song, a poem, a book is written by an artificial intelligence entity, who owns the intellectual property for those works produced by an artificial intelligence machine? FASKIANOS: Good question. We have a lot of written questions. And I'm sure you don't want to just listen to my voice, so please do raise your hands. But we do have a question from one of your colleagues, Pablo, Pepe Barcega, who's the IT director at Drexel: Considering the potential biases and limitations of AI models, like ChatGPT, do you think relying on such technology in the educational domain can perpetuate existing inequalities and reinforce systemic biases, particularly in terms of access, representation, and fair evaluation of students? And Pepe's question got seven upvotes, we advanced it to the top of the line. MOLINA: All right, well, first I have to wonder whether he used ChatGPT to write the question. But I'm going to leave it that. Thank you. (Laughter.) It's a wonderful question. One of the greatest concerns we have had, those of us who have been working on artificial intelligence digital policy for years—not this year when ChatGPT was released, but for years we've been thinking about this. And even before artificial intelligence, in general with algorithm transparency. And the idea is the following: That two things are happening here. One is that we're programming the algorithms using instructions, instructions created by programmers, with all their biases, and their misunderstandings, and their shortcomings, and their lack of context, and everything else. But with artificial intelligence we're doing something even more concerning than that, which is we have some basic algorithms but then we're feeling a lot of information, a corpus of information, to those algorithms. And the algorithms are fine-tuning the rules based on those. So it's very, very difficult for experts to explain how an artificial intelligence system actually makes decisions, because we know the engine and we know the data that we fed to the engine, but we don't know the real outcome how those decisions are being made through neural networks, through all of the different systems that we have and methods that we have for artificial intelligence. Very, very few people understand how those work. And those are so busy they don't have time to explain how the algorithm works for others, including the regulators. Let's remember some of the failed cases. Amazon tried this early. And they tried this for selecting employees for Amazon. And they fed all the resumes. And guess what? It turned out that most of the recommendations were to hire young white people who had gone to Ivy League schools. Why? Because their first employees were feeding those descriptions, and they had done extremely well at Amazon. Hence, by feeding that information of past successful employees only those were there. And so that puts away the diversity that we need for different academic institutions, large and small, public and private, from different countries, from different genders, from different ages, from different ethnicities. All those things went away because the algorithm was promoting one particular one. Recently I had the opportunity to moderate a panel in Washington, DC, and we had representatives from the Equal Employment Opportunity Commission. And they told us how they investigated a hiring algorithm from a company that was disproportionately recommending that they hired people whose first name was Brian and had played lacrosse in high school because, once again, a disproportionate number of people in that company had done that. And the algorithm realized, oh, this must be important characteristics to hire people for this company. Let's not forget, for example, with the artificial facial recognition and artificial intelligence by Amazon Rekog, you know, the facial recognition software, that the American Civil Liberties Union, decided, OK, I'm going to submit the pictures of all the congressmen to this particular facial recognition engine. And it turned out that it misidentified many of them, particularly African Americans, as felons who had been convicted. So all these artificial—all these biases could have really, really bad consequences. Imagine that you're using this to decide who you admit to your universities, and the algorithm is wrong. You know, you are making really biased decisions that will affect the livelihood of many people, but also will transform society, possibly for the worse, if we don't address this. So this is why the OECD, the European Union, even the White House, everybody is saying: We want this technology. We want to derive the benefits of this technology, while curtailing the abuses. And it's fundamental we achieve transparency. We are sure that these algorithms are not biased against the people who use them. FASKIANOS: Thank you. So I'm going to go next to Emily Edmonds-Poli, who is a professor at the University of San Diego: We hear a lot about providing clear guidelines for students, but for those of us who have not had a lot of experience using ChatGPT it is difficult to know what clear guidelines look like. Can you recommend some sources we might consult as a starting point, or where we might find some sample language? MOLINA: Hmm. Well, certainly this is what we do in higher education. We compete for the best students and the best faculty members. And we sometimes compete a little bit to be first to win groundbreaking research. But we tend to collaborate with everything else, particularly when it comes to policy, and guidance, and rules. So there are many institutions, like mine, who have already assembled—I'm sure that yours has done the same—assembled committees, because assembling committees and subcommittees is something we do very well in higher education, with faculty members, with administrators, even with the student representation to figure out, OK, what should we do about the use of artificial intelligence on our campus? I mentioned before taking a look at the big aspirational declarations by Meta, and Google, and IBM, and Microsoft could be helpful for these communities to look at this. But also, I'm a very active member of an organization known as EDUCAUSE. And EDUCAUSE is for educators—predominantly higher education educators. Administrators, staff members, faculty members, to think about the adoption of information technology. And EDUCAUSE has done good work on this front and continues to do good work on this front. So once again, EDUCAUSE and some of the institutions have already published their guidelines on how to use artificial intelligence and incorporate that within their academic lives. And now, that said, we also know that even though all higher education institutions are the same, they're all different. We all have different values. We all believe in different uses of technology. We trust more or less the students. Hence, it's very important that whatever inspiration you would take, you work internally on campus—as you have done with many other issues in the past—to make sure it really reflects the values of your institution. FASKIANOS: So, Pablo, would you point to a specific college or university that has developed a code of ethics that addresses the use of AI for their academic community beyond your own, but that is publicly available? MOLINA: Yeah, I'm going to be honest, I don't want to put anybody on the spot. FASKIANOS: OK. MOLINA: Because, once again, there many reasons. But, once again, let me repeat a couple resources. One is of them is from the U.S. Department of Education, from the Office of Educational Technology. And the article is Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, published earlier this year. The other source really is educause.edu. And if you look at educause.edu on artificial intelligence, you'll find links to articles, you'll find links to universities. It would be presumptuous of me to evaluate whose policies are better than others, but I would argue that the general principles of nonbiased, transparency, accountability, and also integration of these tools within the academic life of the institution in a morally responsible way—with concepts by privacy by design, security by design, and responsible computing—all of those are good words to have in there. Now, the other problem with policies and guidelines is that, let's be honest, many of those have no teeth in our institutions. You know, we promulgate them. They're very nice. They look beautiful. They are beautifully written. But oftentimes when people don't follow them, there's not a big penalty. And this is why, in addition to having the policies, educating the campus community is important. But it's difficult to do because we need to educate them about so many things. About cybersecurity threats, about sexual harassment, about nondiscriminatory policies, about responsible behavior on campus regarding drugs and alcohol, about crime. So many things that they have to learn about. It's hard to get at another topic for them to spend their time on, instead of researching the core subject matter that they chose to pursue for their lives. FASKIANOS: Thank you. And we will be sending out a link to this video, the transcript, as well as the resources that you have mentioned. So if you didn't get them, we'll include them in the follow-up email. So I'm going to go to Dorian Brown Crosby who has a raised hand. Q: Yes. Thank you so much. I put one question in the chat but I have another question that I would like to go ahead and ask now. So thank you so much for this presentation. You mentioned algorithm biases with individuals. And I appreciate you pointing that out, especially when we talk about face recognition, also in terms of forced migration, which is my area of research. But I also wanted you to speak to, or could you talk about the challenges that some institutions in higher education would have in terms of support for some of the things that you mentioned in terms of potential curricula, or certificates, or other ways that AI would be woven into the new offerings of institutions of higher education. How would that look specifically for institutions that might be challenged to access those resources, such as Historically Black Colleges and Universities? Thank you. MOLINA: Well, very interesting question, and a really fascinating point of view. Because we all tend to look at things from our own perspective and perhaps not consider the perspective of others. Those who have much more money and resources than us, and those who have fewer resources and less funding available. So this is a very interesting line. What is it that we do in higher education when we have these problems? Well, as I mentioned before, we build committees and subcommittees. Usually we also do campus surveys. I don't know why we love doing campus surveys and asking everybody what they think about this. Those are useful tools to discuss. And oftentimes the thing that we do also, that we've done for many other topics, well, we hire people and we create new offices—either academic or administrative offices. With all of those, you know, they have certain limitations to how useful and functional they can be. And they also continue to require resources. Resources that, in the end, are paid for by students with, you know, federal financing. But this is the truth of the matter. So if you start creating offices of artificial intelligence on our campuses, however important the work may be on their guidance and however much extra work can be assigned to them instead of distributed to every faculty and the staff members out there, the truth of the matter is that these are not perfect solutions. So what is it that we do? Oftentimes, we work with partners. And our partners love to take—(inaudible)—vendors. But the truth of the matter is that sometimes they have much more—they have much more expertise on some of these topics. So for example, if you're thinking about incorporating artificial intelligence to some of the academic materials that you use in class, well, I'm going to take a guess that if you already work with McGraw Hill in economics, or accounting, or some of the other books and websites that they put that you recommend to your students or you make mandatory for your students, that you start discussing with them, hey, listen, are you going to use artificial intelligence? How? Are you going to tell me ahead of time? Because, as a faculty member, you may have a choice to decide: I want to work with this publisher and not this particular publisher because of the way they approach this. And let's be honest, we've seen a number of these vendors with major information security problems. McGraw Hill recently left a repository of data misconfigured out there on the internet, and almost anybody could access that. But many others before them, like Chegg and others, were notorious for their information security breaches. Can we imagine that these people are going to adopt artificial intelligence and not do such a good job of securing the information, the privacy, and the nonbiased approaches that we hold dear for students? I think they require a lot of supervision. But in the end, these publishers have the economies of scale for you to recommend those educational materials instead of developing your own for every course, for every class, and for every institution. So perhaps we're going to have to continue to work together, as we've done in higher education, in consortia, which would be local, or regional. It could be based on institutions of the same interest, or on student population, on trying to do this. And, you know, hopefully we'll get grants, grants from the federal government, that can be used in order to develop some of the materials and guidelines that are going to help us precisely embrace this and embracing not only to operate better as institutions and fulfill our mission, but also to make sure that our students are better prepared to join society and compete globally, which is what we have to do. FASKIANOS: So I'm going to combine questions. Dr. Lance Hunter, who is an associate professor at Augusta University. There's been a lot of debate regarding if plagiarism detection software tools like Turnitin can accurately detect AI-generated text. What is your opinion regarding the accuracy of AI text generation detection plagiarism tools? And then Rama Lohani-Chase, at Union County College, wants recommendations on what plagiarism checker devices you would recommend—or, you know, plagiarism detection for AI would you recommend? MOLINA: Sure. So, number one, I'm not going to endorse any particular company because if I do that I would ask them for money, or the other way around. I'm not sure how it works. I could be seen as biased, particularly here. But there are many there and your institutions are using them. Sometimes they are integrated with your learning management system. And, as I mentioned, sometimes we ask the students to use them themselves and then either produce the plagiarism report for us or simply know themselves this. I'm going to be honest; when I teach ethics and technology, I tell the students about the antiplagiarism tools at the universities. But I also tell them, listen, if you're cheating in an ethics and technology class, I failed miserably. So please don't. Take extra time if you have to take it, but—you know, and if you want, use the antiplagiarism tool yourself. But the question stands and is critical, which is right now those tools are trying to improve the recognition of artificial intelligence written text, but they're not as good as they could be. So like every other technology and, what I'm going to call, antitechnology, used to control the damage of the first technology, is an escalation where we start trying to identify this. And I think they will continue to do this, and they will be successful in doing this. There are people who have written ad hoc tools using ChatGPT to identify things written by ChatGPT. I tried them. They're remarkably good for the handful of papers that I tried myself, but I haven't conducted enough research myself to tell you if they're really effective tools for this. So I would argue that for the timing you must assume that those tools, as we assume all the time, will not catch all of the cases, only some of the most obvious ones. FASKIANOS: So a question from John Dedie, who is an assistant professor at the Community College of Baltimore County: To combat AI issues, shouldn't we rethink assignments? Instead of papers, have students do PowerPoints, ask students to offer their opinions and defend them? And then there was an interesting comment from Mark Habeeb at Georgetown University School of Foreign Service. Knowledge has been cheap for many years now because it is so readily available. With AI, we have a tool that can aggregate the knowledge and create written products. So, you know, what needs to be the focus now is critical thinking and assessing values. We need to teach our students how to assess and use that knowledge rather than how to find the knowledge and aggregate that knowledge. So maybe you could react to those two—the question and comment. MOLINA: So let me start with the Georgetown one, not only because he's a colleague of mine. I also teach at Georgetown, and where I obtained my doctoral degree a number of years ago. I completely agree. I completely agree with the issue that we have to teach new skills. And one of the programs in which I teach at Georgetown is our master's of analysis. Which are basically for people who want to work in the intelligence community. And these people have to find the information and they have to draw inferences, and try to figure out whether it is a nation-state that is threatening the United States, or another, or a corporation, or something like that. And they do all of those critical thinking, and intuition, and all the tools that we have developed in the intelligence community for many, many years. And artificial intelligence, if they suspend their judgement and they only use artificial intelligence, they will miss very important information that is critical for national security. And the same is true for something like our flagship school, the School of Foreign Service at Georgetown, one of the best in the world in that particular field, where you want to train the diplomats, and the heads of state, and the great strategical thinkers on policy and politics in the international arena to precisely think not in the mechanical way that a machine can think, but also to connect those dots. And, sure they should be using those tools in order to, you know, get the most favorable position and the starting position, But they should also use their critical thinking always, and their capabilities of analysis in order to produce good outcomes and good conclusions. Regarding redoing the assignments, absolutely true. But that is hard. It is a lot of work. We're very busy faculty members. We have to grade. We have to be on committees. We have to do research. And now they ask us to redo our entire assessment strategy, with new assignments that we need to grade again and account for artificial intelligence. And I don't think that any provost out there is saying, you know what? You can take two semesters off to work on this and retool all your courses. That doesn't happen in the institutions that I know of. If you get time off because you're entitled to it, you want to devote that time to do research because that is really what you sign up for when you pursued an academic career, in many cases. I can tell you one thing, that here in Europe where oftentimes they look at these problems with fewer resources than we do in the United States, a lot of faculty members at the high school level, at the college level, are moving to oral examinations because it's much harder to cheat with ChatGPT with an oral examination. Because they will ask you interactive, adaptive questions—like the ones we suffered when we were defending our doctoral dissertations. And they will realize, the faculty members, whether or not you know the material and you understand the material. Now, imagine oral examinations for a class of one hundred, two hundred, four hundred. Do you do one for the entire semester, with one topic chosen and run them? Or do you do several throughout the semester? Do you end up using a ChatGPT virtual assistance to conduct your oral examinations? I think these are complex questions. But certainly redoing our assignments and redoing the way we teach and the way we evaluate our students is perhaps a necessary consequence of the advent of artificial intelligence. FASKIANOS: So next question from Damian Odunze, who is an assistant professor at Delta State University in Cleveland, Mississippi: Who should safeguard ethical concerns and misuse of AI by criminals? Should the onus fall on the creators and companies like Apple, Google, and Microsoft to ensure security and not pass it on to the end users of the product? And I think you mentioned at the top in your remarks, Pablo, about how the founder of ChatGPT was urging the Congress to put into place some regulation. What is the onus on ChatGPT to protect against some of this as well? MOLINA: Well, I'm going to recycle more of the material from my doctoral dissertation. In this case it was the Molina cycle of innovation and regulation. It goes like this, basically there are—you know, there are engineers and scientists who create new information technologies. And then there are entrepreneurs and businesspeople and executives to figure out, OK, I know how to package this so that people are going to use it, buy it, subscribe to it, or look at it, so that I can sell the advertisement to others. And, you know, this begins and very, very soon the abuses start. And the abuses are that criminals are using these platforms for reasons that were not envisioned before. Even the executives, as we've seen with Google, and Facebook, and others, decide to invade the privacy of the people because they only have to pay a big fine, but they make much more money than the fines or they expect not to be caught. And what happened in this cycle is that eventually there is so much noise in the media, congressional hearings, that eventually regulators step in and they try to pass new laws to do this, or the regulatory agencies try to investigate using the powers given to them. And then all of these new rules have to be tested in courts of law, which could take years by the time it reaches sometimes all the way to the Supreme Court. Some of them are even knocked down on the way to the Supreme Court when they realize this is not constitutional, it's a conflict of laws, and things like that. Now, by the time we regulate these new technologies, not only many years have gone by, but the technologies have changed. The marketing products and services have changed, the abuses have changed, and the criminals have changed. So this is why we're always living in a loosely regulated space when it comes to information technology. And this is an issue of accountability. We're finding this, for example, with information security. If my phone is my hacked, or my computer, my email, is it the fault of Microsoft, and Apple, and Dell, and everybody else? Why am I the one paying the consequences and not any of these companies? Because it's unregulated. So morally speaking, yes. These companies are accountable. Morally speaking also the users are accountable, because we're using these tools because we're incorporating them professionally. Legally speaking, so far, nobody is accountable except the lawyers who submitted briefs that were not correct in a court of law and were disciplined for that. But other than that, right now, it is a very gray space. So in my mind, it requires everybody. It takes a village to do the morally correct thing. It starts with the companies and the inventors. It involves the regulators, who should do their job and make sure that there's no unnecessary harm created by these tools. But it also involves every company executive, every professional, every student, and professor who decides to use these tools. FASKIANOS: OK. I'm going to take—combine a couple questions from Dorothy Marinucci and Venky Venkatachalam about the effect of AI on jobs. Dorothy talks about—she's from Fordham University—about she read something about Germany's best-selling newspaper Bild reportedly adopting artificial intelligence to replace certain editorial roles in an effort to cut costs. Does this mean that the field of journalism communication will change? And Venky's question is: AI—one of the impacts is in the area of automation, leading to elimination of certain types of jobs. Can you talk about both the elimination of jobs and what new types of jobs you think will be created as AI matures into the business world with more value-added applications? MOLINA: Well, what I like about predicting the future, and I've done this before in conferences and papers, is that, you know, when the future comes ten years from now people will either not remember what I said, or, you know, maybe I was lucky and my prediction was correct. In the specific field of journalism, and we've seen it, the journalism and communications field, decimated because the money that they used to make with advertising—and, you know, certainly a bit part of that were in the form of corporate profits. But many other one in the form of hiring good journalists, and investigative journalism, and these people could be six months writing a story when right now they have six hours to write a story, because there are no resources. And all the advertisement money went instead to Facebook, and Google, and many others because they work very well for advertisements. But now the lifeblood of journalism organizations has been really, you know, undermined. And there's good journalism in other places, in newspapers, but sadly this is a great temptation to replace some of the journalists with more artificial intelligence, particularly the most—on the least important pieces. I would argue that editorial pieces are the most important in newspapers, the ones requiring ideology, and critical thinking, and many others. Whereas there are others that tell you about traffic changes that perhaps do not—or weather patterns, without offending any meteorologists, that maybe require a more mechanical approach. I would argue that a lot of professions are going to be transformed because, well, if ChatGPT can write real estate announcements that work very well, well, you may need fewer people doing this. And yet, I think that what we're going to find is the same thing we found when technology arrived. We all thought that the arrival of computers would mean that everybody would be without a job. Guess what? It meant something different. It meant that in order to do our jobs, we had to learn how to use computers. So I would argue that this is going to be the same case. To be a good doctor, to be a good lawyer, to be a good economist, to be a good knowledge worker you're going to have to learn also how to use whatever artificial intelligence tools are available out there, and use them professionally within the moral and the ontological concerns that apply to your particular profession. Those are the kind of jobs that I think are going to be very important. And, of course, all the technical jobs, as I mentioned. There are tons of people who consider themselves artificial intelligence experts. Only a few at the very top understand these systems. But there are many others in the pyramid that help with preparing these systems, with the support, the maintenance, the marketing, preparing the datasets to go into these particular models, working with regulators and legislators and compliance organizations to make sure that the algorithms and the tools are not running afoul of existing regulations. All of those, I think, are going to be interesting jobs that will be part of the arrival of artificial intelligence. FASKIANOS: Great. We have so many questions left and we just couldn't get to them all. I'm just going to ask you just to maybe reflect on how the use of artificial intelligence in higher education will affect U.S. foreign policy and international relations. I know you touched upon it a little bit in reacting to the comment from our Georgetown University colleague, but any additional thoughts you might want to add before we close? MOLINA: Well, let's be honest, one particular one that applies to education and to everything else, there is a race—a worldwide race for artificial intelligence progress. The big companies are fighting—you know, Google, and Meta, many others, are really putting—Amazon—putting resources into that, trying to be first in this particular race. But it's also a national race. For example, it's very clear that there are executive orders from the United States as well as regulations and declarations from China that basically are indicating these two big nations are trying to be first in dominating the use of artificial intelligence. And let's be honest, in order to do well in artificial intelligence you need not only the scientists who are going to create those models and refine them, but you also need the bodies of data that you need to feed these algorithms in order to have good algorithms. So the barriers to entry for other nations and the barriers to entry by all the technology companies are going to be very, very high. It's not going to be easy for any small company to say: Oh, now I'm a huge player in artificial intelligence. Because even if you may have created an interesting new algorithmic procedure, you don't have the datasets that the huge companies have been able to amass and work on for the longest time. Every time you submit a question to ChatGPT, the ChatGPT experts are using their questions to refine the tool. The same way that when we were using voice recognition with Apple or Android or other companies, that we're using those voices and our accents and our mistakes in order to refine their voice recognition technologies. So this is the power. We'll see that the early bird gets the worm of those who are investing, those who are aggressively going for it, and those who are also judiciously regulating this can really do very well in the international arena when it comes to artificial intelligence. And so will their universities, because they will be able to really train those knowledge workers, they'll be able to get the money generated from artificial intelligence, and they will be able to, you know, feedback one with the other. The advances in the technology will result in more need for students, more students graduating will propel the industry. And there will also be—we'll always have a fight for talent where companies and countries will attract those people who really know about these wonderful things. Now, keep in mind that artificial intelligence was the core of this, but there are so many other emerging issues in information technology. And some of them are critical to higher education. So we're still, you know, lots of hype, but we think that virtual reality will have an amazing impact on the way we teach and we conduct research and we train for certain skills. We think that quantum computing has the ability to revolutionize the way we conduct research, allowing us to do competitions that were not even thinkable today. We'll look at things like robotics. And if you ask me about what is going to take many jobs away, I would say that robotics can take a lot of jobs away. Now, we thought that there would be no factory workers left because of robots, but that hasn't happened. But keep adding robots with artificial intelligence to serve you a cappuccino, or your meal, or take care of your laundry, or many other things, or maybe clean your hotel room, and you realize, oh, there are lots of jobs out there that no longer will be there. Think about artificial intelligence for self-driving vehicles, boats, planes, cargo ships, commercial airplanes. Think about the thousands of taxi drivers and truck drivers who may end up being out of jobs because, listen, the machines drive safer, and they don't get tired, and they can be driving twenty-four by seven, and they don't require health benefits, or retirement. They don't get depressed. They never miss. Think about many of the technologies out there that have an impact on what we do. So, but artificial intelligence is a multiplier to technologies, a contributor to many other fields and many other technologies. And this is why we're so—spending so much time and so much energy thinking about these particular issues. FASKIANOS: Well, thank you, Pablo Molina. We really appreciate it. Again, my apologies that we couldn't get to all of the questions and comments in the chat, but we appreciate all of you for your questions and, of course, your insights were really terrific, Dr. P. So we will, again, be sending out the link to this video and transcript, as well as the resources that you mentioned during this discussion. I hope you all enjoy the Fourth of July. And I encourage you to follow @CFR_Academic on Twitter and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. Again, you send us comments, feedback, suggestions to CFRacademic@CFR.org. And, again, thank you all for joining us. We look forward to your continued participation in CFR Academic programming. Have a great day. MOLINA: Adios. (END)

In diesem Format beantworte ich ab sofort regelmäßig eure Fragen rund um das Thema New Learning

Welcome to a cutting-edge episode of the "Association Chat Podcast" hosted by KiKi L'Italien! In this exhilarating conversation with Amith Nagarajan, Chairman of Blue Cypress, we'll uncover the transformative power of Artificial Intelligence (AI) and Machine Learning (ML) in the world of associations and nonprofits. Are you intrigued by how technology can revolutionize member engagement, streamline operations, and drive groundbreaking innovation in the association space? Look no further! With nearly 30 years of entrepreneurial success and a rich background as an early-stage investor in B2B SaaS companies, Amith offers invaluable insights into these disruptive technologies. In this episode, you'll learn: - How AI and ML are not just buzzwords but vital tools in shaping the future of associations. - The latest advancements in generative AI that are setting new benchmarks in operational efficiency. - Real-world examples of AI-driven success in engaging members and fostering long-term, sustainable growth. Blue Cypress, a family of purpose-driven companies led by Amith, is renowned for supporting associations and nonprofits to thrive in today's competitive landscape. This conversation taps into his wealth of experience to bring you actionable strategies to leverage AI and ML for your organization's success. Whether you're a tech enthusiast or an association professional looking to stay ahead of the curve, this episode is your gateway to the intersection of technology and associations. Dive in and discover the future with Association Chat's KiKi L'Italien! Keywords: Association Chat Podcast, KiKi L'Italien, Amith Nagarajan, Artificial Intelligence, Machine Learning, Blue Cypress, Associations, Nonprofits, B2B SaaS, Member Engagement, Generative AI, Operational Efficiency, Sustainable Growth, Technology and Associations

Free Stuff: https://livemyhappyhealth.com/free If you want to grow then learning from people who are smarter than you is not optional. You can waste a lot of time trying to figure it out on your own, expirementing and being stubborn about your suffering; or you can use mentorship and courses to expedite your learning and your growth. With a good coach/course/book - whatever option you want to start with and learn from - you can collapse time and get results much faster and much easier than you can on your own. In this episode I share what I paid for mentorship last year, what I am slotted already to pay this year and why I made the chocies I made in the courses and coaches I invested in. Wanna learn how to use this tool in a macro way and work together so you feel way lighter and more free? Check out how to work with me and learn from me via my website. Website: www.livemyhappyhealth.com IG: @amanda_chils FB: @amandachilscoach

How well do you optimize your email campaigns to drive your customer loyalty? In this episode, we are joined by Sondre Wassås, Partner at CPM Analytics, who has run loyalty programs for some of the best- known retailers in Scandinavia. Sondre believes it's increasingly important to move beyond the basics of personalization, segmentation and A/B testing and find powerful new ways to optimize your loyalty programme newsletters using the latest analytics. Listen to hear Sondre explain his innovative approach to analysing email newsletters, to find insights that can drive dramatic improvements in your email marketing campaigns. Show Notes: 1. Sondre Wassås 2. CPM Analytics

Hear about the one thing about AI that our industry needs to urgently address, future areas he believes are worth investing resources into, and about the big machine learning study he did while working as a senior scientist at Xerox. Listen to this BOSS-it episode now hosted by top M&A deal maker Mark Edwards.Contact Luca here: www.sparkd.ai

This week we're revisiting one of Becky's most popular podcasts. Ken Blanchard's “One Minute Manager” is a legendary book for helping people become better managers. Ken has shared with Becky four important tips to creating learning champions within your own company. Ken Blanchard's books https://www.amazon.com/Minute-Manager-Kenneth-Blanchard-Ph-D/dp/074350917X Purchase Becky's new book here: http://store.bobpikegroup.com/bk-creative-training-a-train-the-trainer-field-guide/ Podcast available on iTunes here:  https://itunes.apple.com/us/podcast/creative-training-techniques/id862555469?mt=2 And on the web here: http://www.bobpikegroup.com/Resources/podcasts-and-videos

In episode 68, Sarah Gretczko dives into positive reframing and explains why this skill can be used with anyone, from toddlers to business professionals. Sarah is a future of work enthusiast and the Executive Vice President, Chief Learning & Insights Officer at Mastercard. Tune in to this episode to learn why the future of work is human, and how you can keep a human element in a digital workforce. We also learn about reverse mentorship, and how to apply behavioural science in the workplace.

Let's get started! SAP Learning Insights keeps you updated on all relevant information and news around digital learning on SAP Learning Hub and SAP Learning.

Lotte Brouwer ken je wellicht als getlots op Clubhouse. Als een van de eerste Nederlanders kreeg zij toegang tot Clubhouse en mede door haar is Clubhouse zo populair in Nederland geworden. Dagelijks gebruikt ze Cluhouse voor het delen van content en het uitwisselen van kennis. Volgens Lotte is Clubhouse een ideaal medium voor het overdragen van kennis. Daarnaast zijn er nog andere manieren hoe je kennis kan overbrengen via audio. Ze vertelt wanneer dit goed is om te doen én wanneer juist niet. Website Lotte: https://www.getlots.nl/ Website Learning Innovators: https://www.pluvo.co/learninginnovators Website Pluvo: https://www.pluvo.co/

Tammy Cohen (SHRM-CP, PHR), a background screening pioneer with three decades of experience, is a nationally honored entrepreneur, a successful businesswoman, and a recognized thought leader. Founder and Chief Visionary Officer of InfoMart, one of the top 10 largest background check and identity screening companies in the industry, Cohen is known professionally as the Queen […] The post Learning Insights Radio: Tammy Cohen with InfoMart appeared first on Business RadioX ®.

Anant Kale founded AppZen in 2012 to bring AI to global finance teams, and is responsible for the company s vision and business execution. Previously, he served as Vice President of Applications at Fujitsu America, where he had broad responsibility for the management and delivery of the company s global enterprise applications and infrastructure. He has more […] The post Learning Insights Radio: Anant Kale with AppZen appeared first on Business RadioX ®.

Clarissa Mitchell is Assistant Vice-Present of Talent Management with US Bank. She has 21 years of Human Resources experience with expertise in Talent Management, Diversity, Equity and Inclusion, Leadership Development and Training. Clarissa is passionate about helping people develop skills and business acumen needed to build rewarding careers. Clarissa has worked for several Fortune 500 […] The post Learning Insights Radio: Clarissa Mitchell with US Bank appeared first on Business RadioX ®.

We're revisiting some of Becky's most listened to podcasts. Ken Blanchard’s “One Minute Manager” is a legendary book for helping people become better managers. Ken has shared with Becky four important tips to creating learning champions within your own company. Ken Blanchard’s books https://www.amazon.com/Minute-Manager-Kenneth-Blanchard-Ph-D/dp/074350917X Purchase Becky's new book here: http://store.bobpikegroup.com/bk-creative-training-a-train-the-trainer-field-guide/ Podcast available on iTunes here:  https://itunes.apple.com/us/podcast/creative-training-techniques/id862555469?mt=2 And on the web here: http://www.bobpikegroup.com/Resources/podcasts-and-videos

Kyle Stapleton is Sr. Manager of Culture and Experience for WarnerMedia Studios, the creative production engine that supports WarnerMedia brands like TBS, TNT, HBO Max, Cartoon Network, [adult swim], NBA TV, truTV, CNN, Bleacher Report, and more. There he fosters an environment that empowers top creative talent to shape culture through stories and experiences. This […] The post Learning Insights Radio: Kyle Stapleton with WarnerMedia appeared first on Business RadioX ®.

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2020.07.27.209148v1?rss=1 Authors: Schubert, C., Dabbagh, A., Classen, J., Kraemer, U. M., Tzvi, E. Abstract: Alpha oscillations (8-13 Hz) have been shown to play an important role in dynamic neural processes underlying learning and memory. The goal of this study was to scrutinize the role of oscillations for communication within the network implicated in motor sequence learning. To this end, we conducted two experiments using the serial reaction time task. In the first experiment, we explored changes in power and cross-channel coherence shortly before the motor response. We found a gradual decrease in learning-related power over left premotor cortex (PMC) and somatosensory areas. Connectivity between left PMC and right cerebellum was reduced for sequence learning, possibly reflecting a functional decoupling in the premotor-cerebellar loop during the motor learning process. In the second experiment in a different cohort, we applied 10Hz transcranial alternating current stimulation (tACS), a method shown to entrain local oscillatory activity, to left M1 (lM1) and right cerebellum (rCB) during sequence learning. We observed learning deficits during rCB tACS compared to sham, but not during lM1 tACS. In addition, learning-related power following rCB tACS was increased in PMC, possibly reflecting a decrease of neural activity. Importantly, learning-specific coherence between left PMC and a right cerebellar cluster was enhanced following rCB tACS. These findings suggest that interactions within a premotor-cerebellar loop, which are underlying motor sequence learning, are mediated by oscillations. We show that they can be modulated through external entrainment of cerebellar oscillations, which modulates motor cortical and interferes with sequence learning. Copy rights belong to original authors. Visit the link for more info

Matthew S. Harrison, PhD currently works at Jackson Healthcare as Vice President, Human Resources. In this role he is responsible for planning, directing, and overseeing all human resources and administrative service functions for various Jackson Healthcare companies, and leads delivery in the areas of talent management/acquisition, learning & development, employee relations, performance management, organizational development, […] The post Learning Insights Radio: Matthew Harrison with Jackson Healthcare appeared first on Business RadioX ®.

What was the state of global education when the COVID-19 outbreak started, how has COVID-19 changed education and what are we learning from the pandemic's effects on children? In our latest podcast, UNICEF Innocenti's Chief of Communication, Dale Rutstein talks with Matt Brossard and Tom Dreesen, from our education team, about what the evidence says about improving education outcomes for children amid COVID-19. UNICEF Innocenti's new COVID-19 research briefs on education provide new analysis and findings based on new or recent data sets on: Parental Engagement in Children's Learning: Insights for remote learning response during COVID-19: https://www.unicef-irc.org/publications/1091-parental-engagement-in-childrens-learning.html and Promising practices for equitable remote learning Emerging lessons from COVID-19 education responses in 127 countries: https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html We hear from Matt and Tom on what went into this research and why the findings are important for children everywhere.

Esther Wojcicki is a celebrated educator, a pioneer in instructional technology, Founder of the renowned Media Arts Program at Palo Alto High School, and the author of the bestselling book, How to Raise Successful People. Esther was named Teacher of the Year in California in 2002 and received the Charles O’Malley Award for outstanding teaching in journalism in 2011. Esther is also the Founder of the Journalistic Learning Initiative at the University of Oregon, and is the Founder and CEO of GlobalMoonshots.org. Esther raised three daughters: Susan (CEO of YouTube), Anne (CEO of 23andMe), and Janet (professor, UC San Francisco).   Key Takeaways [3:25] Talk to your teenagers. Their creative minds are impressive. [5:35] Helicopter parents have the same problem as bad managers, they micromanage! [7:50] Helicopter parenting might be due to having access to more information than before and it’s making parents fearful for their children. [8:55] Esther believes we’d be happier people if we had access to less information, but that’s simply not possible with our world today. What we need to do is learn how to cope. [11:15] Esther believes teaching media literacy is a critical skill to have as we live in an information-overload environment. People need to know how to read between the lines and figure out if something is truthful or not. [13:10] 18-24-year-olds are completely different from the millennials. Millennials are even having trouble working with 20-year-olds! [15:00] Children today grew up with information overload. [16:15] Children of CEOs are afraid they’ll never live up to their parents’ expectations. [17:25] There are a lot of kids in the Midwest or the South where the American Dream doesn’t seem achievable or realistic for them. [21:55] Esther emphasizes the importance of teaching children how to learn because this is a skill for life. [22:15] Why memorize a test when students will forget 95% of it a year later? We have a re-skilling problem in the United States. [24:55] For people to take chances, they have to feel safe. [28:35] We all have deadlines. It’s important to make people feel comfortable to take risks, in spite of them. [31:55] With so much democracy, we have communication chaos. We don’t know which source to believe. [38:05] If children aren’t learning about trust and risk at home, how can they learn these skills? Esther believes it starts at school. [44:10] The power to change the schools lies with the parents.   Quotable Quotes For people to take chances, they have to feel safe. “We are all fearful. Everybody is afraid non-stop. I’m afraid for the world.” “Every generation is different because they’re growing up in a different world.” “Children today tend to be much more risk-averse because somebody was always there helping them.” “Here we have a lot of kids whose parents are CEOs and their number one fear is they’ll never live up to the standards set by their parents.” “What does it take these days for people to achieve the American dream?” “I’m teaching kids how to learn because this is a skill for life. I am not teaching them to memorize.” “Believe in the student and they believe in themselves. They rise to levels that are completely unexpected.” “When you’re really upset and worried, you tend to be less productive than when you feel good about yourself and  when you feel supported.” “You want kids to feel at home at school. You want them to feel a sense of community. Today, many schools don’t do that.”   Resources and Books Mentioned Raisesuccessfulpeople.com Globalmoonshots.org Esther on LinkedIn Follow Esther on Twitter @EstherWojcicki Mindset: The New Psychology of Success, by Carol Dweck Trillion Dollar Coach: The Leadership Playbook of Silicon Valley's Bill Campbell, by Alan Eagle, Eric Schmidt, and Jonathan Rosenberg   The Leadership Podcast is Sponsored by:     Cultivate Grit. Amplify Action. The Self-Reliant Leadership® Manifesto reveals the Three Pillars of a Self-Reliant Leader, which encompass the character attributes, interpersonal skills, and levers required to lead today’s workforce. Get your free copy HERE.     Free downloads of Quick Reference Guides on Delegation, Time Management, Sales, and more.    ~~~~~ ~~~~~ Strategic Partners   The Leadership Podcast is proud to announce a new initiative with thoughtLEADERS to provide very short podcasts called Chalk Talks. They’re bitesize hacks on common (but challenging) leadership issues. Interested in learning more?  You can only access the Chalk Talks by subscribing to our mailing list at The Leadership Podcast.   Beyond the Uniform offers over 300 free episodes to help military Veterans succeed in their civilian career. This includes overviews of potential career paths, deep dives on necessary skills to succeed, and reviews of other free services that support the military Veteran community. You can find more info at BeyondTheUniform.org.

Those with attention deficit hyperactivity disorder are attracted to online learning. The idea echoes convenience and flexibility, but is that always the case? In this episode of Attention Talk Radio, ADHD coach Jeff Copper (https://digcoaching.com)  talks with Christine Robinson (http://addactioncoach.com) about the advantages and the challenges of online learning for those with ADHD. They talk about the impact of the learning environment in the context of working memory and self-regulation challenges of those with ADHD.  In the face of the challenges, they discuss thoughts around small adjustments to make online learning easier and more productive. If you have ADHD and are drawn to the glamor of online learning or are being pressed into that environment, this is a show you don't want to miss. Attention Talk Radio is the leading site for self-help Internet radio shows focusing on attention deficit hyperactivity disorder (ADHD) and attention deficit disorder (ADD), including managing symptoms of attention deficit disorder, adults with ADD, or adults who have children with ADHD. Attention Talk Radio, hosted by Jeff Copper, attention and ADHD coach, is designed to help adults and children (particularly those diagnosed with or impacted by attention deficit disorder or its symptoms) in life or business who are stuck, overwhelmed, or frustrated. It will help adults and children get unstuck and moving forward by helping to open their minds and pay attention to what works. Attention Talk Radio host Jeff Copper is an ADHD coach. To learn more about Jeff go to www.digcoaching.com.

Dov Z. Hirsch, with Immersive Health Group, is a Senior Executive with more than 20 years of experience in business development, strategy, marketing and product/service development. Deep experience in business transformation and delivering measurable growth in tech-enabled services, healthcare and wellness, and education. Strengthens and optimizes teams to generate exponential growth through new business models, […] The post Learning Insights Radio: Dov Z. Hirsch with Immersive Health Group appeared first on Business RadioX ®.

Tune in to hear insights on my first day of at-home learning. I share some tips so that you and your child can have a less stressful and more engaging experience during the at-home learning process.

Andy Petroski has played a foundational and key role in building curriculum, immersive learning and instructional technology functions for multimedia firms, corporations, and education for 20 years. As Director and Assistant Professor of Learning Technologies he led the MS in Learning Technologies program and learning technologies capabilities at Harrisburg University of Science & Technology; incorporating […] The post Learning Insights Radio: Andy Petroski with NuPaths appeared first on Business RadioX ®.

Ken Blanchard’s “One Minute Manager” is a legendary book for helping people become better managers. Ken has shared with Becky four important tips to creating learning champions within your own company. Ken Blanchard’s books https://www.amazon.com/Minute-Manager-Kenneth-Blanchard-Ph-D/dp/074350917X Purchase Becky's new book here: http://store.bobpikegroup.com/bk-creative-training-a-train-the-trainer-field-guide/ Podcast available on iTunes here:  https://itunes.apple.com/us/podcast/creative-training-techniques/id862555469?mt=2 And on the web here: http://www.bobpikegroup.com/Resources/podcasts-and-videos

Craig Walker was our guest on the first-ever episode of IT Visionaries. We’re so excited to welcome him back for a second interview in which he dives into everything from his origin story to what it means to be a leader. And he should know. Craig is the VP and CIO of Shell Downstream at Shell International Petroleum Company, and he has spent the majority of his career with the company. His journey in tech has taken him all over the world and he’s been forced to learn on the fly and make mistakes. But those mistakes have been the most important learning experiences of his life, and now he’s encouraging his employees to explore and fail and learn in similar ways. Craig shares all of that and more on this episode. We hope you enjoy his insights.     Key Takeaways:   Progressing your career with one company Lessons learned from unique experiences and failure How to inspire innovation and create an exceptional employee experience The future of data and how to leverage it in new ways     Salesforce and MIT recently teamed up to create a whitepaper exploring what happens when AI meets CRM. Read: AI Meets CRM: An MIT Tech Review Whitepaper This podcast is sponsored by Salesforce. Did you know Salesforce isn't just for Sales? Using Salesforce as an Employee Experience Platform helps make every employee across your organization more productive thanks to a common, mobile-first platform for getting work done faster. Find out more at salesforce.com/EmployeeExperience

A walkthrough on the insights and actions available when applying near-live unified analytics data in the wild. True omnichannel attribution unlocks profound ROI opportunities across digital and traditional marketing channels, and allows automation of complex customer journey analysis to power low CPA strategies. Learn how to adjust TV & Radio slots to improve website conversions, or how to automate switching off remarketing ads for customers converting via other channels - or simply how to deliver a single - true - attributed revenue picture for each and every customer you have ever converted.

Using the contingent workforce data from the Learning Insights research, the Kineo team look at the challenges organisations face when employing and developing a contingent workforce.

Following on from our initial Learning Insights research, the Kineo team discuss the common barriers and pitfalls responsible for the failure of learning at work and how to avoid them within your own learning environment.

John, Stu and Cammy discuss the key trends found in he 2019 Learning insights report, with a particular focus on MicroPersonalNetworks - what are they, and why do learners want them?

Paul Smith has taken on the role of Head of Training for Baker Construction Enterprises, the nation’s largest concrete construction company. Not surprisingly they have him working on developing Structured On-the-Job Training in keeping with his “Learning While Working” book. As leader of the training department Paul and his team have more than just SOJT […] The post Learning Insights Radio: Paul Smith with Baker Construction Enterprises appeared first on Business RadioX ®.

Dr. Ruth Gotian is the inaugural Assistant Dean of Mentoring and Executive Director of the newly launched Mentoring Academy at Weill Cornell Medicine. In addition, she is the Chief Learning Officer in Anesthesiology and Assistant Professor of Education in Anesthesiology. She has taken on these new roles after nearly 22 years (and two perfect scores […] The post Learning Insights Radio: Dr. Ruth Gotian with Weill Cornell Medicine appeared first on Business RadioX ®.

Tom Bradbury is a leader/entrepreneur focused on the enhanced productivity and, in turn, profitability of the workplace. Highly experienced in the correlation of technology, human resources and corporate real estate, Bradbury s firm WorkplaceUX utilizes a tech-based model for transforming fractured environments into a frictionless home for unparalleled collaboration. Tom s in-depth knowledge of the industry and his close […] The post Learning Insights Radio featuring Tom Bradbury with WorkplaceUX appeared first on Business RadioX ®.

Edgar H. Schein is the author of numerous bestselling books, including the recent Humble Inquiry and Humble Consulting. Schein recently retired from the position of the Society of Sloan Fellows Professor of Management Emeritus at the MIT Sloan School of Management. He has received ample recognition for his work, with multiple lifetime achievement awards from […] The post Learning Insights Radio featuring Edgar and Peter Schein with Organizational Culture and Leadership Institute appeared first on Business RadioX ®.

John A. Dues is the founding Director of the School Performance Institute (SPI), the social enterprise division of the United Schools Network (USN). He also serves as the Chief Learning Officer of USN, a network of high-performing public charter schools in Columbus, Ohio. Previously, he has served as a School Director and Dean of Academics […] The post Learning Insights Radio featuring John A. Dues with School Performance Institute/United Schools Network appeared first on Business RadioX ®.

Joe Ilvento is the Chief Learning Officer and WW Director of Talent Development for CommVault Systems. Joe is receiving an award at the CLO Symposium in October based on Job Role profile, assessment and the creation of a 70-20-10 development plan. Joe supports the leadership and development of CommVault employees worldwide. Since coming on board, […] The post Learning Insights featuring Joe Ilvento with CommVault Systems appeared first on Business RadioX ®.

Jen Underwood, founder of Impact Analytix, LLC, is a recognized analytics industry expert. She has a unique blend of product management, design and over 20 years of “hands-on” development of data warehouses, reporting, visualization and advanced analytics solutions. In addition to keeping a constant pulse on industry trends, she enjoys digging into oceans of data. Jen is honored to be an IBM Analytics Insider, SAS contributor, former Tableau Zen Master, and active analytics community member.

As the TrainingPros Vice President of Enterprise Learning Solutions, David Amborski serves markets and clients throughout the United States. Over his long career, he has developed extensive experience in the information technology, manufacturing, oil & gas, utilities, financial services, healthcare, higher education, pharmaceuticals, mining & metals, transportation, and retail sectors. David s primary areas of learning & development […] The post Learning Insights featuring David Amborski with Training Pros appeared first on Business RadioX ®.

In addition to the full range of eLearning Systems Administrator functions, Paul Tannahill specializes in designing, developing, and deploying creative learning solutions through multimedia. He has more than 15 years of experience in instructional video and audio, and has produced a wide variety of learning pieces for government, private sector, and academic clients. He strives […] The post Learning Insights Radio featuring Paul Tannahill with Linn-Benton Community College appeared first on Business RadioX ®.

Kevin Clancy with Gilbane Building Company is a seasoned learning and HR leader with 20+ years driving business results by creating a strong development culture that optimizes employee performance in dynamic, global companies. He has a successful track record building and managing highly-skilled teams to create engaging, relevant and scalable learning solutions. Kevin is adept at […] The post Kevin Clancy with Gilbane Building Company appeared first on Business RadioX ®.

Dr. Kathleen Gallo, RN, PhD, is senior vice president and chief learning officer for Northwell Health. Under her leadership, the Center for Learning and Innovation, Northwell Health s corporate university, and the Patient Safety Institute were created to transform the health system into a learning organization by strategically focusing on workforce development. Dr. Gallo is also […] The post Kathleen Gallo with Northwell Health appeared first on Business RadioX ®.

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Tom Stafford is a Senior Lecturer in Psychology and Cognitive Science at the University of Sheffield. He’s also the author of the book Mindhacks, a book featuring 100 DIY mind experiments you can try at home, and he runs the excellent MindHacks blog dedicated to psychology and neuroscience news & views. Tom has done some fascinating research into skill acquisition by studying the process of playing computer games (which can be tracked across the whole learning curve) drawing out some useful general insights that you can apply to any skill you’re learning. In this conversation we discuss a range of topics including:  - What Tom has discovered about the learning process through his research in cognitive science - The tradeoff between trying new things (exploration) and doing what works (exploitation) - The keys to teaching effectively and improving the classroom experience for students So whether you’re looking for some cutting edge insights from cognitive science to apply to your learning or are curious about how it can improve the classroom experience, this episode has you covered.

Join the team as we chat about the themes emerging from this year’s Learning Insights report. Based on interviews with our clients we consider personalisation, changing learner demands, and how we change our design styles and tech delivery to meet them. Mentioned resource: bit.ly/ksot-episode11

Jenny Dearborn is the Chief Learning Officer and Senior Vice President at SAP,  a global software company. Dearborn leads an internationally-acclaimed and award-winning team recognized as the #1 performing corporate learning department in the world by eLearning Magazine. As global Chief Learning Officer for the 67,000 employees at SAP, Dearborn is accountable to design, align and drive SAP’s overall learning activities to enable measurable business impact. She is also an author of a new book, The Data Driven Leader. Before SAP, Dearborn began her professional career as a high school teacher. After a brief stint in that role, she moved into education in the business world. She was Chief Learning Officer at SuccessFactors for two years where she won numerous industry awards for the measurable business impact of her sales enablement initiatives. She was at Sun Microsystems for 6 years where she was the global Chief Learning Architect across all corporate content and was the Chief Learning Officer for the Americas. Dearborn was at Hewlett-Packard for 8 years where she started as an instructor and instructional designer and progressed to executive positions as the Learning & Development leader for Global Sales & Enterprise Marketing, Global Technology Services and Global Corporate Learning Strategy. According to Dearborn, people analytics is crucial for leaders to use the data to understand the best way to use their time. First, look at the goals you are trying to achieve. From there you identify data that you need to assess properly. Suggestions for a smaller company to use data to form change: Start by asking questions – what are your problems? What are you goals? Do you have a dashboard to see how things are going? Do the research. Be curious. Put data together Build relationships. Be ‘nonthreatening’. You need to often convince the people that have the data to be willing to share it. How does a person become a human leader in a world driven by data? Data allows you to be more human. It gives you the opportunity to focus on what people truly need to make a difference in their lives or performance. If we spend our time in a variety of programs or conversations that aren’t targeted – without knowing what will make the biggest difference in their lives then we aren’t being productive. In 5 – 10 years Dearborn believes that organizations will have more tools to support productivity, more voice triggered support systems, more voice to text in our everyday environment and there will be more robots in our lives.   What You Will Learn In This Episode: The fun collection that Jenny has acquired The role super heroes play in Jenny’s life What data is available on SAP employees and how it is used What is the ‘coaching index’? How to use data for leadership How to start implementing People Jenny’s perspective on Millennials What SAP is doing internally around learning

Jason Holland / NCR Jason Holland is the services technical learning leader for NCR Corp., the global leader in consumer transaction technologies. Processing more than 485 million transactions a day and with more than 30,000 employees globally, NCR is one of the largest technology companies in the world. Jason has more than 10 years experience […] The post Jason Holland with NCR appeared first on Business RadioX ®.

LeadUS – Leadership Development at Ultimate Software     Shawn Minard / Ultimate Software Director of Talent Development   Shawn has over 12 years experience in the field of Talent Development. He specializes in designing professional development courses and large-scale talent programs for corporations. Previously, as a learning professional at E*TRADE Financial, Shawn held a […] The post Shawn Minard with Ultimate Software appeared first on Business RadioX ®.

    Julie Johnson is a Service Delivery Leader at Xerox Learning. Driving service delivery and ensuring client satisfaction, she is a trusted advisor to client executives. Julie manages day to day internal operations including resource management, revenue and cost; provides learning strategy, innovation and thought leadership consultation; and builds relationships to drive strategic learning […] The post Julie Johnson with Xerox and Brett Rose with Delta appeared first on Business RadioX ®.

Learning Insights Radio provides case studies, lessons learned, and leading-edge business practices from learning leaders and TrainingPros Relationship Managers across the country.       Michele Shauf / evestment Director of Learning and Development     The post Michele Shauf with eVestment appeared first on Business RadioX ®.

Learning Insights Radio provides case studies, lessons learned, and leading-edge business practices from learning leaders and TrainingPros Relationship Managers across the country.   “Selling Through Education”       Scott Ferraro / Schumacher Electric Account Executive National Accounts   Scott Ferraro has an extensive background in the automotive aftermarket. With over 20 years of experience working for manufacturers and distributors […] The post Scott Ferraro with Schumacher Electric appeared first on Business RadioX ®.

Learning Insights Radio provides case studies, lessons learned, and leading-edge business practices from learning leaders and TrainingPros Relationship Managers across the country. Marilyn Bloom/Birch Director of Talent Development Learning and Organization Development Leader. Recognized for leadership with integrity and building strong relationships with staff at all levels. Demonstrates astute and decisive leadership with a commitment to employee development, while producing […] The post Marilyn Bloom with Birch appeared first on Business RadioX ®.

Perry Benson / Manhattan Associates Perry Benson, the Training Delivery Manager at Manhattan Associates joins Learning Insights Radio to discuss the considerations a leader must take when faced with leading a Global Training Organization. Not only does a leader have to consider the cultural differences in regions of the world, but the design of training […] The post Perry Benson with Manhattan Associates appeared first on Business RadioX ®.

Today’s guest is part of a Special On-The-Road Edition of Learning Insights in Chicago, Illinois. Diana Halfer / Lurie Childrens   The post Diana Halfer with Lurie Childrens appeared first on Business RadioX ®.

Today’s guest is part of a Special On-The-Road Edition of Learning Insights in Chicago, Illinois. Andy Buzinski / US Foods The post Andy Buzinski with US Foods appeared first on Business RadioX ®.

Today’s guest is part of a Special On-The-Road Edition of Learning Insights in Chicago, Illinois. Ann Bentzen-Bilkvist / Accenture The post Ann Bentzen-Bilkvist with Accenture appeared first on Business RadioX ®.

Today’s guest is part of a Special On-The-Road Edition of Learning Insights in Chicago, Illinois. Greg Owen-Boger / Turpin Communication Greg Owen-Boger has been with Turpin Communication, a presentation and facilitation skills training company, since 1995. He started as a cameraman, quickly moving on to instructor and coach, account manager and now VP. He is one […] The post Greg Owen-Boger with Turpin Communication appeared first on Business RadioX ®.

Today’s guest is part of a Special On-The-Road Edition of Learning Insights in Chicago, Illinois. Matt Elwell / The Comedy Sportz Theatre Matt is the President and CEO of ComedySportz of Chicago, Inc., and has been teaching improvisation to actors, improvisers, business people, educators, and students for over 10 years. As an instructional designer, Matt Elwell has […] The post Matt Elwell with The Comedy Sportz Theatre appeared first on Business RadioX ®.

Today’s guest is part of a Special On-The-Road Edition of Learning Insights in Chicago, Illinois. Tricia Dupilka / ThinkWise, Inc. From a Canadian farm to Chicago city lights, Tricia Dupilka believes in inspiration and innovation. Through the lens of her Canadian background, she is able to provide insight into her work through a distinct point of […] The post Tricia Dupilka with ThinkWise, Inc. appeared first on Business RadioX ®.

Today’s guest is part of a Special On-The-Road Edition of Learning Insights in Chicago, Illinois. Molly Heilmann / Berkeley Training Berkeley provides a wide spectrum of learning and development solutions for our enterprise clients. As Vice President of Custom Learning Solutions, I represent Berkeley's Custom Learning Solutions team, working with clients on identifying their needs and […] The post Molly Heilmann with Berkeley Training appeared first on Business RadioX ®.

Today’s guest is part of a Special On-The-Road Edition of Learning Insights in Chicago, Illinois. Pam Puryear / Hospira Pam is a business leader, thought leader, and OD practice leader with over 25 years of business experience including 10 years in the real estate investment advisory industry, 12 years as an external Organization Development consultant, and […] The post Pam Puryear with Hospira appeared first on Business RadioX ®.

Today’s guest is part of a Special On-The-Road Edition of Learning Insights in Chicago, Illinois. David Kaiser / Confidence For Women Professionals Dave Kaiser is an Executive Coach and the CEO of Confidence For Women Professionals. He helps women executives and professionals, who are struggling with perfectionism, aversion to conflict, and excessive modesty to become happier and more effective […] The post David Kaiser with Confidence For Women Professionals appeared first on Business RadioX ®.

Beth Schumaker with BrightStar Leadership Consulting Appears on Learning Insights On March 13, 2013, co-hosts Stone Payton and Lee Kantor of BusinessRadioX®’s Learning Insights discussed executive leadership training with Beth Schumaker from BrightStar Leadership Consulting. Beth Schumaker is Senior Partner with BrightStar Leadership Consulting. BrightStar Master Coaches, Executive Consultants, and Expert Trainers work with leaders and […] The post April Newsletter Article appeared first on Business RadioX ®.

Jenna Kay with ADP Featured on Learning Insights On October 11, 2012, BusinessRadioX®’s Learning Insights broadcast its inaugural show with co-hosts Stone Payton and Lee Kantor interviewing Jenna Kay with ADP about the power of Presentation Zen. ADP (Automatic Data Processing), with more than $10 billion in revenues and approximately 600,000 clients, is one of […] The post November 2012 Newsletter Article appeared first on Business RadioX ®.