Podcasts about learning outcomes

Veja também em youtube.com/@45_graus Inquérito: melhores episódios de 2026? Pedro Carneiro é professor de Economia na University College London, Research Economist no Centre for Microdata Methods and Practice e Research Fellow no Institute for Fiscal Studies. Doutorou-se em Economia na Universidade de Chicago. Publicou vários artigos científicos acerca dos determinantes e consequências de investimentos públicos e privados em crianças, em países desenvolvidos e em desenvolvimento. Também trabalhou em avaliações de programas de educação, saúde e pobreza em vários países. _______________ Índice (2ª Parte): Paper: Teacher Quality and Learning Outcomes in Kindergarten, 2016 Devemos ter métricas de desempenho dos professores consoante os resultados dos alunos? | Caso Vergara v. California Paper: The Decision-Makers We Become: Early Education and the Decision-Making of Boys and Girls (2026) Qual é a melhor forma de fazer investigação nesta área? Devíamos ter um Infarmed que determinasse as melhores medidas nesta área?See omnystudio.com/listener for privacy information.

What if the tray is the reason your whitening results are inconsistent? Why would a dentist who owns a whitening lab — and holds four patents on making bleaching trays — tell you to skip the tray? Trayless whitening does not mean strips. It means the patient puts in a retractor and paints the gel directly onto the teeth, twice a day, for half an hour. No impression, no lab bill, no two-week wait, and no soft plastic reservoir quietly absorbing your peroxide. This is Part 1 of a two-part conversation with Dr Wyman Chan and Dr Elvis Law, recorded live in their central London whitening practice. Wyman has done nothing but whitening since 2002, has a PhD on the efficacy and safety of whitening processes, and — despite owning the lab that makes the trays — now does most of his cases without one. Elvis trained under him and reckons around 90% of his own cases are now trayless. Part 1 is the mechanism, the protocol and an honest list of who it doesn't suit. Part 2 takes it into the hard cases. https://youtu.be/aAAoUxTIkxo Watch PDP277 on YouTube Protrusive Dental Pearl: Let the Patient Pick the Shade Most of us ask “how white do you want to go?”, get a laugh about Hollywood white or Simon Cowell white, then hold a B1 tab against the canine and call that the destination. Try flipping it. Under corrected light, record where the patient is now. Then hand over the whole shade guide, arranged by value, and let them choose the tab they want to reach. Photograph both. This is the VITA Shade guide arranged by value: B1 → A1 → B2 → D2 → A2 → C1 → C2 → D4 → A3 → D3 → B3 → A3.5 → B4 → C3 → A4 → C4 Two things change. You now know the target precisely instead of inferring it, and you can track progress against a fixed reference. Most patients land on B1 — it's the last shade before the bleach range, and it reads natural rather than veneered. Some will point at 0M1 and that's a different conversation, which is exactly the point. Because whatever they choose dictates how many weeks, how much gel and how many reviews the case needs — and therefore what it should cost. A single flat whitening fee assumes every case takes the same work. They don't. Someone starting at C4 who wants a bleach shade can get there, but it takes more gel, more time, more reviews and probably a protocol change along the way. Price that honestly. Only you can decide what the tiers look like in your practice. But it might be worth sitting down as a team of dentists and therapists and asking: how are we delivering whitening? Two tiers? More? Based on what? What You'll Take From This Episode Conscious bleaching — why an awake patient with an open mouth is a completely different chemical situation to a sealed tray worn overnight, and what that does to sensitivity. The formulation constraint — peroxide needs acid to stay stable on the shelf, which is why pre-mixed products lean acidic and why two-component gels exist at all. The full trayless protocol — wear schedule, spacing, patient positioning, review intervals and what to troubleshoot first when a case is behind. Who it doesn't suit — an honest contraindications list, including the one objection patients raise most often and the answer to it. Tray hygiene as a clinical instruction — the reason results vary so much between patients using the identical gel. An A3.5 to B1 case — start to finish in three weeks, with the review points and the maintenance plan. Highlights of This Episode 00:00     TEASER 01:05     Trayless Teeth Whitening Explained 03:40     Protrusive Dental Pearl: Let Patients Pick Their Whitening Shade 06:05     Meet the Guests: A Career Built on Teeth Whitening 10:27     What Is Trayless Whitening? (It’s Not Whitening Strips) 13:44     Why Whitening Trays Waste Your Bleaching Gel 15:37     Are Whitening Strips Acidic? Gel Formulation Explained 19:17     Conscious Bleaching and Whitening Sensitivity 24:43     When NOT to Use Trayless Whitening 29:05     The Trayless Whitening Protocol: 30 Minutes Twice a Day 32:55     Midroll 42:45     How to Clean Whitening Trays Properly 50:02     A3.5 to B1 in Three Weeks: A Case Walkthrough 56:16     Tooth Porosity and the 45-Degree Recline Rule 1:02:09   Whitening Top-Ups and the Five-Year Guarantee 1:06:49   How to Price Teeth Whitening and Let Patients Pick the Shade 1:07:45   OUTRO 1:12:56   What’s Coming in Part 2 Start Offering Trayless Whitening for Your Office UK Dentists: In the UK you need the Get2Smile Kit which is 6% formulation applied twice daily for 30 minutes. Head to directoralcare.com and register for a free professional account. Approval unlocks the full shop, pricing, offers and their upcoming educational courses. At checkout, use code: DOCSUMMER20 The Trayless whitening system is called Get2Smile. International Dentists wishing to offer Get2Smile, please enquire from Dr Chan’s website. The international version uses 10% formulation applied for 15 minutes, twice daily.

Just qualified — so why does it feel like the learning is only just beginning? What should you actually focus on in year one: the flawless dentistry on your feed, or something far less glamorous? How do you tell a patient their nerve might die — without it sounding like YOUR fault? And when a patient says “just do whatever you think” — what do you say back? This is the conversation every new dentist needs and every experienced one recognises. Our guest is Dr Emma Hutchison — a former dental nurse who trained at the University of Glasgow, and has been the face of the Protrusive Students series across her studies. We recorded in her final weeks of dental school, right on the threshold of practice, and talked through everything the syllabus skips: the safe-beginner mindset, what to learn (and what to ignore) early on, how to protect your standards under time pressure, which cases to take on, and how to talk to patients about risk, cost and consent so the words actually land. If you're fresh out, this one hits hard. If you're an oldie, it's a trip down memory lane — and a reminder of how far you've come. https://youtu.be/gjJiDVP4w-4 Watch PDP276 on YouTube Protrusive Dental Pearl: Predict the Complication Before It Happens A communication pearl for every deep restoration. When a filling sits close to the nerve — a big cavity, a crack — name the likely complication before it happens. Show the patient the images, then tell them what to expect: a twinge to cold or hot that can linger a few days, so keep taking painkillers and keep the area clean. And warn them what a red flag looks like: a severe throbbing ache keeping them up at night, or pain out of the blue without eating or drinking, means the nerve is struggling and they should call you. Do this and, if the complication ever arrives, you look like the expert who called it — not someone something went wrong for. Skip it and reception fields the panicked calls instead. It reassures the patient, lowers your callback rate, and quietly reduces your risk profile. Obvious, easy to forget, and worth saying out loud every single time. What You'll Take From This Episode The safe-beginner mindset — why qualifying is the driving licence, not the destination, and how the happiest dentists keep getting 1% better. Just-in-time learning — study for the cases actually in your diary, not the obscure pathology you won't meet for years. Get good before you get fast — master the bread and butter, protect a little extra time early, and reflect on every procedure. Clever hacks vs cutting corners — how to tell the difference, and why every shortcut quietly rewires the habit. Consent that works — getting patients to own the problem, and giving a clear recommendation instead of a fifteen-item menu. Highlights of This Episode 00:00  Teaser 01:05  The Things Dental School Doesn’t Prepare You For 03:05  Communication Pearl: Predict the Complication Before It Happens 05:35  Life as a Final-Year Dental Student on Outreach 09:55  Why You’re Only a “Safe Beginner” When You Qualify 13:45  Master Bread-and-Butter Dentistry Before the Fancy Stuff 16:05  Just-in-Time Learning: Study for the Cases in Front of You 18:05  Get Good Before You Get Fast (and Protect Your Time) 19:45  Clever Hacks vs Cutting Corners: Don’t Lose Your Standards 24:14  Midroll 27:46  The Skills to Nail in Your First Year as a Dentist 30:11  Which Cases to Take On — and Learning From Mistakes 35:46  How to Explain Risk and Get Patients to Own the Problem 41:26  When Patients Refuse the Ideal Treatment: Start With Their Goal 44:26  Treatment Planning Without the Overwhelm: Loom & “Guess Who” 47:36  Claim Your CPD & Become the Next Protrusive Student 47:38  Outro Dr Emma Hutchison came to dentistry the long way round — from a dental nursing background into dental school at the University of Glasgow, with final-year outreach on the Kintyre peninsula in Campbeltown. She has been the face of the Protrusive Students series throughout her studies, and this episode marks her crossing from student to newly qualified dentist. On behalf of the whole Protruserati: we're proud of you, Emma. Become the next Protrusive Student: with Emma qualifying, we're looking for the next keen student who wants part-time work, an income while studying, and to contribute to Protrusive — or a nudge if you know one. DM the team inside the Protrusive Guidance app. Resources & Mentions From This Episode Quick & slick rubber dam — the in-app video series on quadrant isolation, for building the rubber dam habit from day one. 21-Day Photography Challenge — the in-app challenge that walks you through capturing every clinical photo, including the dreaded occlusal shots, in your first three weeks. Loom School — in-app training on async, Loom-video treatment planning (roughly 90 minutes of CPD across around 15 bite-sized lessons). Access the above masterclasses and more when you subscribe to the Ultimate or Infinity plan. Want more? If you enjoyed this episode, check out: Periodontics for Beginners – PS008 #PDPMainEpisodes #CareerDevelopment #Communication  Listen, Subscribe, Earn CPD Listen: Subscribe to the Protrusive Dental Podcast on Spotify, Apple Podcasts, or YouTube. This episode is eligible for 0.5 CE credit via the quiz on Protrusive Guidance. This episode meets GDC Outcomes A and D. AGD Subject Code: 770 Self-Improvement  Aim & Learning Outcomes Aim: To give early-career dentists a practical framework for the transition from dental school to independent practice — how to keep developing, how to protect clinical standards under time pressure, and how to communicate risk and treatment options as part of valid consent. Learning Outcomes — by the end of this episode, dentists will be able to: Apply a “just-in-time” approach to continuing development, prioritising the competencies relevant to the cases in front of them over isolated advanced techniques. Differentiate time-saving efficiencies from quality-compromising shortcuts, and describe strategies to maintain clinical standards early in practice. Apply structured communication techniques to explain procedural risk, establish a patient's treatment goal, and make a clear, defensible recommendation as part of valid consent.

Your patient brushes well, avoids sweets — and still keeps getting decay. What if the answer isn't in their mouth at all? What if two inexpensive finger-prick tests told you more about a patient's gum disease and implant prognosis than anything on the radiograph? And here's the uncomfortable one: if the science is this clear, is not checking starting to look like a medico-legal risk? Especially for imlpant surgery! This is a conversation with Dr Tif Qureshi — the dentist who changed how the profession thinks about the lifelong patient, the envelope of function, and Align, Bleach, Bond. He's gone down a new rabbit hole: metabolic health. In general practice he's now doing blood tests — HbA1c and vitamin D — and making the case that the mouth isn't connected to the body, it is the body. This isn't about becoming a “biological dentist” (as you'll hear, Tif is refreshingly blunt about the wilder end of that world). It's about respecting the biology, screening sensibly, and helping patients where we're genuinely placed to help. https://youtu.be/mt1MXLFCTp0 Watch PDP275 on YouTube Protrusive Dental Pearl: Test Yourself First Before you even think about introducing blood tests for your patients, ask whether you're checking your own biomarkers at a sensible interval. The deepest way to understand this topic is to learn it on yourself and your family first — run your own HbA1c, vitamin D, iron, and liver and kidney markers, and see what the data tells you. Start quarterly, like hygienist visits, then stretch to six-monthly or annual once things look good. Getting invested in your own numbers is what makes better food and lifestyle choices actually stick — and it's the honest starting point for ever offering this to a patient. What You'll Take From This Episode The metabolic lens — why one disordered glucose-and-insulin system sits under so much chronic and dental disease, and why dentistry is well placed to act on it. Sugar, redefined — why patients who avoid sweets still get decay, and how frequency of starchy carbs drives the problem. The two biomarkers that matter most — what HbA1c and vitamin D each tell you about caries, perio and healing. How to run it in practice — finger-prick logistics, what to test, and how to raise it on the medical history form. The medico-legal case — why documenting these markers can protect you before implant, graft and perio work. Highlights of This Episode 00:00  Why Dentists Should Care About Blood Tests 06:00  Metabolic Disease: The Root Cause Dentists Miss 13:00  Why Starchy Carbs Cause Decay, Not Just Sugar 15:50  HbA1c and Caries: What the SHIP Study Shows 21:00  Insulin Resistance: The Hidden Driver of Gum Disease 26:00  How to Talk to Patients About Diet Without Scaring Them 31:00  Why Vitamin D Deserves a Place in Dentistry 34:00  Vitamin D, Implant Failure and Perio Risk 37:00  Blood Tests as Medico-Legal Defence 42:00  What Dentists Should Test: HbA1c and Vitamin D 44:00  How In-Practice Blood Testing Actually Works 50:00  The Mouth Is the Body: Screening, Not Diagnosing 51:00  Is This Biological Dentistry? An Honest Answer 57:00  How to Learn Blood Testing for Your Practice From the Guest Dr Tif Qureshi qualified from King's College London in 1992 and is a Past President of the British Academy of Cosmetic Dentistry. He is Founder and Clinical Director of IAS Academy, best known for pioneering Align, Bleach, Bond and Progressive Smile Design, and as a teacher of the Dahl concept. His current focus is metabolic health in general practice.

Filling, stainless steel crown, pulpotomy or extraction — how do you actually decide on a deciduous tooth? Why is the lower first primary molar the one that always seems to flare up? When should you reach for silver diamine fluoride instead of the drill — and when is a child's cooperation telling you to change the plan entirely? And how do you actually do a pulpotomy, step by step, without it blowing up under the crown? This is a paediatric dentistry masterclass with Dr Nidhi Kotak — “The Baby Tooth Dentist,”. It's built for the general dentist who treats children and wants clearer rules: when to fill versus crown, how to read the radiograph, silver diamine fluoride, local anaesthetic and behaviour guidance, isolation, and a full pulpotomy and stainless steel crown technique. The through-line is simple — in children you decide fast, protect the airway, and treat for predictability rather than heroics. https://youtu.be/3OscfwF7SIQ Watch PDP274 on YouTube Protrusive Dental Pearl: Strategic Flexibility You cannot be rigid when treating children. The mindset shift is to stop asking “what should be done for this child?” and start asking “what can be done for this child?” With children you have to be fast and efficient, and curveballs are constant — sometimes the parent is harder to manage than the child. So the plan has to bend. The worked example: you planned a conventional prepped stainless steel crown, but cooperation drops mid-appointment. Rather than abandon the visit, switch to a no-prep whole-crown approach and protect the tooth anyway. It stays in the child's best interest — and it's far kinder to your own mental health. It's a mindset worth carrying into all of dentistry, not just children's. What You'll Take From This Episode When to fill vs crown — the surface rule for baby molars, why crowns are so predictable in children, and where composites still work. The “D” devil tooth — why the lower first primary molar flares up, and why mesial caries on a D is an automatic crown. Pulpotomy indications — the signs that say vital pulpotomy, the ones that say extraction, and why a pulp exposure in a primary tooth is an automatic pulpotomy. SDF, sedation and isolation — arresting decay without drilling, matching sedation to the child, and protecting the airway. The pulpotomy technique — a full step-by-step from caries removal to cementing the stainless steel crown, including the modern medicament choice. Highlights of This Episode 00:00  TEASER 00:59  Pediatric Dentistry for GDPs: The Strategic Flexibility Mindset 07:24  Why GDPs Struggle Treating Children 08:19  When to Fill vs When to Crown a Baby Tooth 12:18  Class II vs Stainless Steel Crown: The Surface Rule 13:41  Reading Pediatric Radiographs & When to Take Bitewings 19:15  SDF vs Fluoride Varnish: When to Use Each 22:37  Resin Infiltration (Icon) for Children’s Teeth 25:15  Pulpotomy in Primary Teeth: When It’s Indicated 26:19  The “D” Devil Tooth: Why Mesial Caries Means a Crown 27:31  Hall Crowns and the Modified Whole Crown Technique 27:48  Midroll 38:39  Local Anaesthetic & Behaviour Guidance in Children 40:38  Sedation Options: Oral, Nitrous & Intranasal 46:22  Rubber Dam vs Isolite: Isolation for Kids 48:59  How to Do a Pulpotomy: Step-by-Step Technique 58:03  OUTRO Dr Nidhi Kotak is a dual US and Canadian board-certified paediatric dentist — a Diplomate of the American Board of Pediatric Dentistry and a Fellow of the Royal College of Dentists of Canada.  Follow Dr. Nidhi for more paediatric dentistry tips

How good is your consent for orthodontics — really? More adults are having ortho, and more GDPs are providing it. So which risks should you be discussing with every single patient — and which ones depend on the person in the chair? When a case is heading for a big overjet or a tricky rotation, is that a conversation you have at the start, or one you scramble to explain halfway through? And what actually makes a consent form legally valid — the signature, or everything around it? This episode brings together two perspectives you don't often hear in the same room. Dr Zaid Esmail is a specialist orthodontist and founder of the Online Orthodontic Academy, who mentors GDPs through fixed and aligner cases. Dr Neel Jaiswal  returns for the dento-legal view — he's a dentist and the founder of Professional Dental Indemnity (PDI). Together with Jaz, they get very specific about what individualised consent looks like in practice, and how to build a process your patients remember and a court respects. https://youtu.be/YvsiIiX1Q1w Watch PDP273 on YouTube Protrusive Dental Pearl: Make Your Patient Feel Unique It might be your 100th, 500th or 1,000th case — but for the patient in the chair, this is a significant event. Never forget that. A routine extraction is routine for you; for them it's a big deal, and remembering that makes you a better communicator. To make a specific risk stick, make the patient feel unique. Point to their OPG: “Your sinus here is actually really interesting,” or “Did you know your roots are unusually long?” Patients remember a risk framed as if they're a special case far better than a generic warning. Make it personal, and the consent becomes memorable. What You'll Take From This Episode The whole episode turns on one idea: generic, templated consent is no longer defensible — the skill is individualising the form to the patient in front of you. Premium members get the full breakdown; here's the shape: The layers of valid consent — consent is like an onion; a signed form and a documented conversation each cover a gap the other leaves open. Individualising risk from the records — how the OPG and photos turn a generic warning (resorption, devitalisation, recession, relapse) into a patient-specific one. The two-appointment consent flow — records, individualised risks, thinking time, and why you sign or initial every line. The Class II Div 2 overjet trap — the case that looks like simple crowding and ends in a big overjet, and how to consent for it before you start. When to treat, add an option, or refer — the GDC line on offering all options, and building alternatives into the form. Highlights of This Episode: 00:00  Teaser 01:01  Consent in Orthodontics: Why It Has to Be Individualised 02:59  Protrusive Dental Pearl: Make Your Patient Feel Unique 07:58  What Makes Orthodontic Consent Different 10:08  How Much Ortho Litigation Comes From Consent? 11:53  What Makes Consent Valid and Patient-Specific 12:26  Individualising Ortho Risk from the OPG 13:11  Using the ClinCheck as a Consent Tool 14:40  How to Structure the Consent Appointment 15:30  Root Resorption, Devitalisation, Recession and Relapse 19:37  Should You Initial Every Line of a Consent Form? 21:50  Midroll 27:11  Building a Multi-Layered Consent Process 29:31  Consenting for Fees, Relapse and Retainers 34:41  The Class II Div 2 Overjet Trap 37:51  When Should a GDP Refer an Ortho Case? 40:31  How to Learn Orthodontics with Mentorship 47:01  Outro Dr Zaid Esmail is a specialist orthodontist. He founded the Online Orthodontic Academy to teach GDPs orthodontics — assessment, diagnosis and treatment planning across fixed appliances and aligners — with one-to-one case mentorship. He's extended a 10% discount to the community with the code PROTRUSIVE.

Ever fancied teaching dental students part time… but no real idea how you'd actually get in? Are you the kind of person teaching would energise — or quietly drain? Is a PGCert in dental education actually worth it, or just wishy-washy theory? And the honest question nobody asks out loud: does it pay anything? This is an Interference Cast — the non-clinical arm of the podcast — with Dr Rima Hussain, a general dentist who teaches restorative dentistry to undergraduates at King's a couple of days a week. It's a candid look at what a career in dental education actually involves: how to get in, who thrives and who burns out, what the work is really like, and the honest truth about the pay and the rewards. The bigger theme: dentistry is a career you can mould in endless directions — and for the right person, teaching is one of the most energising of them. https://youtu.be/DzmcM-SbD68 Watch IC076 on YouTube What You'll Take From This Episode The full self-assessment and the step-by-step route into a teaching role are in the Premium Notes. Here's the shape of what we cover: Are you built for the classroom? — the two-camp self-check (energised vs drained) that predicts whether teaching will recharge you or wear you down. How to actually land a role — the ‘BDJ Jobs’ plus pick-up-the-phone route, and why “who you know” so often cuts through the application process. Relatability as a strength — why being closer to a student's level can beat decades of experience for an absolute beginner. Back to basics — the “monkey see, monkey do” risk from YouTube and AI, and what the tutor's real job becomes. The honest pay-and-balance picture — why you don't do it for the money, what you do get, and how teaching and practice keep each other fresh. Highlights of This Episode 00:00  Teaser 01:08  Should You Teach Dentistry? How to Know If It’s for You 04:39  How a General Dentist Gets Into Dental Education 06:15  Signs You’re Suited to Teaching Dentistry 08:52  Is a PGCert in Dental Education Worth It? 12:07  How to Land a Clinical Teaching Post at a Dental School 14:38  Why a Relatable Tutor Beats Decades of Experience 16:52  How Dental Students Have Changed Since COVID 19:20  Is Social Media and AI Helping or Hurting Dental Students? 21:55  Midroll 26:43  Why “Back to Basics” Beats Chasing Advanced Techniques 29:20  How to Get a Teaching (or Associate) Job: Pick Up the Phone 31:50  Why Dental Tutors Quit After Six Months 36:29  The Most Rewarding Part of Teaching Dentistry 38:46  Teaching, Practice and Pay: How to Avoid Burnout 44:39  Outro From the Guest Dr Rima Hussain is a general dentist who also teaches restorative (conservative) dentistry to undergraduates at King's College London — a route she fell into via tutoring as a teenager and has been in since 2019. Her advice for anyone curious: you're probably already teaching in some form, so try it; the worst case is you find it isn't for you.

Sleep, Airway and Mouth Breathing: An ENT's Guide for Dentists Could a “normal” sleep study still be missing your patient's airway problem? Why do women and children with real symptoms keep scoring “mild”? Should a mouth-breathing child see a myofunctional therapist — or an ENT first? And which four questions screen a child for sleep problems in under a minute? The roof of the mouth is the floor of the nose — so ENT and dentistry should be in constant dialogue. In practice, they rarely are. In this one, Dr David McIntosh — an Australian ear, nose and throat surgeon with a deep niche in sleep-disordered breathing — makes the case for why that has to change, and gives dentists practical ways to screen and refer. He is direct, analogy-rich and doesn't mince words; expect a few positions that cut against the grain of how sleep apnoea is usually handled. https://youtu.be/QVEc0ocxTCc Watch PDP272 on YouTube Protrusive Dental Pearl: When the Numbers Mislead Dentists love data — the AHI, the cut-offs (over 5 is mild, over 30 is severe). But take those numbers with a pinch of salt: the thresholds are arbitrary, and a single score tells you nothing about why a patient has the problem. They don't account for individual variability — especially in women and children, where a mild score can sit right alongside significant symptoms. Read the number with the anatomy and the phenotype — the clinical signs and the airway assessment — never instead of them. What You'll Take From This Episode This conversation reframes sleep-disordered breathing from a number on a report into something you can localise and refer.  A sleep study tells you IF, not WHY — sleep-disordered breathing is the whole spectrum; a normal study doesn't mean normal breathing. Phenotyping the airway — map the individual anatomical causes instead of trusting a single score. Why women get missed — the gender bias built into standard adult screening tools, and what to ask instead. The four-question filter for children — snore, mouth breathe, stop breathing, wake up tired: any ‘yes' means refer. Treat the cause before the function — why myofunctional therapy comes after the obstruction is cleared, not before, and how expansion and surgery are matched to the anatomy. Highlights of This Episode 00:00  Teaser 01:00  Why ENT and Dentistry Should Be Talking 02:51  Protrusive Dental Pearl: When Sleep Data Misleads You 03:46  Meet the ENT Who Works With Dentists 06:00  Sleep Physician, ENT or Dentist: Who Should Lead? 07:26  Why Children and Adults Are Completely Different 08:58  Sleep-Disordered Breathing Is Not the Same as Sleep Apnoea 09:39  Why a Normal Sleep Study Doesn't Mean Normal Breathing 10:01  Same AHI, Different Cause: A Tale of Two Patients 12:54  Why One Night's Sleep Study Isn't Enough 13:44  Where the AHI Cut-Off Numbers Really Came From 15:27  CPAP Explained: A Bridge, Not a Cure 18:27  When Snoring Hides Something Serious 19:10  What Phenotyping the Airway Actually Means 20:27  Splint, CPAP, or Both? 21:33  Why a CBCT Can Miss a Deviated Septum 25:32  Is STOP-Bang Enough to Screen for Sleep Apnoea? 26:06  Why the Epworth Sleepiness Scale Is a Blunt Tool 26:50  Why STOP-Bang Is Biased Against Women 31:17  Sleep Apnoea in Women: Mild on Paper, Severe in Life 32:05  Midroll 36:56  The Triad: Airway, TMD and Orthodontics 37:12  The Three Most Common Causes of Night-Time Grinding 39:41  The Four Questions That Screen a Child for Sleep Problems 41:03  Tired vs Not Tired: The Sign That Changes Everything 43:36  Should You Refer to Myofunctional Therapy Before an ENT? 45:58  The Hidden Dangers of Forcing Nasal Breathing 52:28  Maxillary Expansion vs Surgery: Which One Fixes It? 54:51  How Dentists Can Assess Adenoids 56:25  Save the Child First: The Drowning Analogy 57:56  Where Dentistry and ENT Go From Here 1:00:05  Outro – New-Look Premium Notes & CPD Outro From the Guest Dr David McIntosh is an ear, nose and throat surgeon (MBBS, FRACS, PhD) with a special interest in sleep-disordered breathing and airway obstruction. A self-described compulsive educator, he is the author of several books on Amazon — including dENTal health, on the connection between ENT and dental disease, and Snored to Death, on the lesser-recognised causes of obstructive sleep apnoea in adults. References & Further Reading Sources discussed in this episode: Chervin RD, Hedger K, Dillon JE, Pituch KJ. Pediatric sleep questionnaire (PSQ): validity and reliability of scales for sleep-disordered breathing, snoring, sleepiness, and behavioral problems. Sleep Medicine, 2000;1(1):21–32. The 22-item PSQ; a score above 0.33 suggests sleep-disordered breathing. Loved This Episode? Try Next Airway Dentistry with Jeff Rouse – PDP229 Listen, Subscribe, Earn CPD This episode is eligible for 1 CE credit via the quiz on Protrusive Guidance. This episode meets GDC Outcomes C AGD Subject Code: 730 – Oral Medicine, Oral Diagnosis, Oral Pathology (Sleep medicine) #PDPMainEpisodes #OralSurgeryandOralMedicine Aim & Learning Outcomes Aim: To help dental practitioners recognise sleep-disordered breathing across the whole airway, screen adults and children appropriately, and refer at the right time and to the right clinician. Learning Outcomes — by the end of this episode, dentists will be able to: Differentiate sleep-disordered breathing from obstructive sleep apnoea, and explain why a normal sleep study does not exclude clinically significant breathing problems. Apply a structured screening approach for adults and children, including recognising why standard adult tools under-detect sleep-disordered breathing in women and children. Evaluate when to refer for specialist airway assessment, and articulate why addressing anatomical obstruction should precede functional (myofunctional) therapy.

In this episode, host Beth Cougler Blom talks about how many people become facilitators of meetings or learning events by accident and what it takes to keep building facilitation skills with intention. She shares some of her own path into facilitation and offers practical ways to notice, learn, practice, and grow over time. Beth also talks about: Why many people start to do facilitation work without formal training The risks of teaching the way we were taught How to build awareness by observing other facilitators Why design work matters before stepping into the room Small, regular ways to keep developing facilitation skills Links From the Episode EP 64: The Sound of Silence in Facilitation with Beth Cougler Blom EP 47: The Pivotal Role of Learning Outcomes with Beth Cougler Blom EP 19: Choosing Activities with Beth Cougler Blom EP 6: Learning From Our Mistakes with Beth Cougler Blom Liberating Structures International Association of Facilitators Connect with the Facilitating on Purpose podcast:   Follow Facilitating on Purpose on Instagram, LinkedIn, or YouTube Show notes and transcripts available at facilitatingonpurpose.ca   Connect with Host Beth Cougler Blom:   Give feedback or suggest upcoming show topics or guests at hello@bcblearning.com Visit bcblearning.com to explore Beth's company's services in facilitation and learning design Check out Beth's books, Design to Engage and Everyday Acts of Facilitation Follow Beth on Instagram or LinkedIn   Podcast production services by Mary Chan of Organized Sound Productions

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

The most important part of your surgery isn't plugged in, mounted, or calibrated. It's the person standing beside you. Have you ever dreaded walking into a beautiful practice with lovely patients — purely because of who you share the surgery with? What do you actually do, in the moment, when your assistant rolls their eyes at a request for rubber dam? And should you be friends with your assistant at all — or does that cross a line you'll regret? This is an Interference Cast — a non-clinical but deeply practical episode — with Dr. Sarah Braun, a dentist in Australia and a fellow Protrusive Guidance member who DM'd to suggest this very topic. No course, no book, nothing to sell: just two clinicians comparing notes (and the odd scar) on the one relationship that quietly shapes your whole working life. It sits inside this month's theme of the relationships that support your career. https://youtu.be/OyztRyPpcHM Watch IC075 on YouTube What You'll Take From This Episode The full breakdown is in the Premium Notes; here's the shape of the thinking that runs through the episode: Engagement is the whole game — the assistant relationship sets the mood of the room, the patient's experience, and whether good people stay. Speak their language — appreciation only lands if it's delivered in the form that particular person actually values. Appreciation is a verb — specific, named praise lands far harder than a vague “good job.” Let them, let me — you don't control how someone reacts in the moment; you only control your response to it. Lead the room — dentistry is a performance, and the room takes its emotional cue from whoever is leading it. Highlights of this episode: 00:00 TEASER01:13 Why This One Relationship Can Make or Break You03:49 A Non-Clinical Interference Cast: What to Expect04:47 Meet the Guest: Nine Years In, City to Country07:01 A Week in Private Practice09:15 How Much Does the Dentist–Assistant Relationship Matter?11:01 Engagement at Work: The Gallup Lens12:30 People Remember How You Made Them Feel14:21 When the Relationship Turns Toxic15:23 The Power Imbalance You Might Not See18:11 The First-Day Conversation20:52 Keeping Your Assistant Engaged22:23 Specific Praise Beats a Vague “Good Job”23:55 Midroll27:37 You Can Only Control Yourself29:34 The Eye-Roll Moment: Let Them, Let Me31:23 Off Days vs Patterns32:12 Appreciation, Gifting & Speaking Their Language35:32 Run the Relationship Like It Matters36:48 Friends With Your Assistant, or Keep Your Distance?39:08 A Best Friend at Work: The Engagement Link41:15 Advice for New Grads: Start With Time Management44:26 Teaching as a Tool: Show Your Working Out48:05 Wrap-Up & a Healthy Debate48:37 CPD Outro & the Protrusive Vault References & Further Reading: Sources and further reading from this episode: Chapman G. The Five Love Languages. Northfield Publishing, 1992. The five ways people give and receive appreciation — words of affirmation, quality time, acts of service, receiving gifts, and physical touch — applied here to the dentist–assistant relationship. Robbins M, Robbins S. The Let Them Theory. Hay House, 2024. The “let them / let me” reframe for releasing what you can't control and owning your own response. Rath T. StrengthsFinder 2.0. Gallup Press, 2007. The CliftonStrengths assessment; “Learner” is one of its talent themes, referenced in the discussion of teaching as a way to engage your assistant. Gallup employee-engagement research. The Gallup Q12 engagement survey (including the validated “I have a best friend at work” item) and Gallup's State of the Global Workplace reports. Source of the workforce-engagement framing in this episode. Exact figures vary by year — see Reviewer Note. Want more? If you enjoyed this episode, check out: How to Find a Mentor in 5 Seconds Flat! – IC058.  #InterferenceCast #CareerDevelopment #Communication #BeyondDentistry Listen, Subscribe, Earn CPD: This episode is eligible for 0.75 CE credit via the quiz on Protrusive Guidance. This episode meets GDC Outcomes A and B AGD Subject Code: 550 Practice Management and Human Relations Aim & Learning Outcomes: Aim: To help dental practitioners understand and strengthen the working relationship between dentist and dental assistant — recognising its impact on team engagement, patient experience and personal job satisfaction, and building practical habits to improve it. Learning Outcomes — by the end of this episode, dentists will be able to: Explain how the working relationship between a dentist and a dental assistant affects team engagement, the patient experience, and clinician wellbeing. Identify practical strategies for communicating appreciation and recognition in ways suited to the individual, and for involving an assistant according to their preferences. Apply self-management and emotional-regulation approaches to leading the surgery and responding constructively to interpersonal friction.

Quais são as profissões mais ameaçadas pela inteligência artificial? E de que forma a IA pode transformar o ensino? Bernardo Caldas e Hugo van der Ding analisam os sinais da automação no mercado de trabalho e na educação das gerações futuras.Nos últimos três anos, as vagas para juniores em áreas mais expostas à IA caíram 30% a 40%, à medida que tarefas repetitivas, analíticas e administrativas são substituídas por algoritmos. Mas estarão apenas os empregos menos qualificados em risco?Neste episódio, o especialista em IA e o comunicador observam que também as profissões altamente especializadas estão ameaçadas – a começar, ironicamente, pelos engenheiros tecnológicos, mas atingindo, igualmente, advogados, consultores e médicos, sobretudo em especialidades de diagnóstico.Mas nem tudo são más notícias: numa época em que o desemprego se mantém em níveis historicamente baixos, a IA também pode ter impactos positivos na educação, ao democratizar o acesso à informação entre diferentes estratos sociais.A dupla discute ainda os desafios e oportunidades desta revolução — e porque é que o pensamento crítico, uma visão integrada do mundo e a «motivação intrínseca» serão competências decisivas no futuro.Para acompanhar a velocidade das transformações em curso, não perca este episódio do [IN]Pertinente.LINKS E REFERÊNCIAS ÚTEISBASTANI et al., «Generative AI without guardrails can harm learning: Evidence from high school mathematics», (PNAS 122(26), 2025)BRYNJOLFSSON, CHANDAR & CHEN, «Canaries in the Coal Mine?» (Stanford Digital Economy Lab, 2025)DELL'ACQUA, MOLLICK et al., «Navigating the Jagged Technological Frontier» (Harvard/BCG, 2023)KESTIN et al., «AI tutoring outperforms in-class active learning: an RCT», (Scientific Reports, 2025)DE SIMONE et al., «From Chalkboards to Chatbots: Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria», (World Bank WPS 11125, 2025)ACEMOGLU, Autor & JOHNSON, «The Direction of AI», (NBER WP 34854, 2026)GARICANO-RAYO, «AI and the Expertise Leverage Ratio», (CEPR DP 20634, 9/9, 2025)LEE et al. (Microsoft + CMU), «The Impact of Generative AI on Critical Thinking», (CHI 2025)CAPLAN, «The Case Against Education» (Princeton UP, 2018)BJORK & BJORK, «Making things hard on yourself, but in a good way», (Gernsbacher et al., Psychology and the Real World, 2011)RYAN & DECI, «Self-Determination Theory», (American Psychologist, 2000)RISKO & GILBERT, «Cognitive offloading», (Trends in Cognitive Sciences, 2016)MOLLICK & MOLLICK, «Assigning AI: Seven Approaches for Students, with Prompts», (SSRN 4475995, 2023)BIOSBernardo CaldasEspecialista em inteligência artificial e cofundador da associação «Data Science for Social Good Portugal», uma associação que desenvolve projetos de ciência de dados e inteligência artificial com impacto social positivo.Hugo van der Ding Locutor, criativo e desenhador acidental. Criador de personagens digitais de sucesso como a «Criada Malcriada» e «Cavaca a Presidenta», autor de um dos podcasts mais ouvidos em Portugal, «Vamos Todos Morrer», também escreve para teatro e, atualmente, apresenta o programa «Duas Pessoas a Fazer Televisão», na RTP, com Martim Sousa Tavares. 

If you showed the same bitewing to 10 dentists, would they all agree on whether to pick up the drill? Why does the word monitoring mean nothing to a patient — and how does swapping it for active surveillance change everything from your notes to your indemnity to your government policy meetings? Is it overtreatment to act on an E2 lesion — or is “watch and wait” actually the lazy answer dressed up as minimally invasive? And what should you actually do with AI caries detection that flags shadows your eye doesn't see? In this episode, Professor Avijit Banerjee — Professor of Cariology & Operative Dentistry at King's College London, Honorary Consultant at Guy's & St Thomas', and First Dean of the Faculty of Dentistry at the College of General Dentistry — sits down with Jaz for what is genuinely one of the most important caries conversations on the podcast. Part one of two. Avijit doesn't do soft answers. The drill-fill-bill model is broken. “Monitoring” needs to go. “Treatment planning” is antiquated terminology medics dropped twenty-five years ago. And AI in caries diagnosis? Useful — but the moment it gets things wrong, you are the one with indemnity, not the software. What you walk away with is a framework (MIOC), a decision filter (three factors that decide whether to pick up a bur), and a vocabulary shift you can implement tomorrow. Part two covers peptides, SDF, hydroxyapatite, stepwise excavation, and managing caries in xerostomia. https://youtu.be/YriLo8_hXNw Watch PDP268 on YouTube Protrusive Dental Pearl: Delete the Word “Monitor” from Your Vocabulary Stop saying monitor. Start saying active surveillance. ⚠️ Active surveillance must not mean passive delay — document your reasoning, risk assessment, and what would trigger intervention. ✅ Explain it to patients as structured, proactive care: clinical checks, radiographs, risk review, behaviour support, and timely action if things change. Key Takeaways Minimum intervention oral care is bigger than minimally invasive dentistry. MIOC is prevention-based, person-focused, susceptibility-related, and delivered by the whole oral healthcare team. MID is only one part of MIOC: operative dentistry when a tooth actually needs intervention. The four MIOC domains are: identify the problem, prevent lesions and control disease, provide minimally invasive operative care, then reassess. A care plan is more useful than a treatment plan because it includes justification, prevention, behaviour change, and review. Ask patients what matters to you, not just what's the matter with you. Cavitation, cleansability, and lesion activity should guide whether to intervene operatively. A cavitated lesion that cannot be cleaned is much more likely to remain active. Smooth surface lesions may sometimes be made cleansable without conventional drilling. Restorations are not just about filling holes; they help recreate a cleansable tooth surface. There is no single perfect caries detection technology — clinical examination and good radiographs remain fundamental. If using NIRI, fluorescence, scanners, or AI, understand how the technology works and where it fails. AI should support diagnosis, not replace clinical judgement. For uncertain early lesions, triangulate: clinical findings, radiographs, risk, technology, and patient factors. Proximal resin infiltration has a role in the right patient and situation, especially as part of a wider prevention-led strategy. Highlights of This Episode 00:00 Teaser 02:17 Protrusive Dental Pearl: Active Surveillance, Not Monitoring 09:14 Minimum Intervention Oral Care vs Minimally Invasive Dentistry 11:28 Core Principles of MIOC 11:48 Domain 1: Identify the Problem 12:46 Domain 2: Prevention of Lesions and Control of Disease 13:18 Microinvasive Care Options 14:41 Domain 3: Minimally Invasive Operative Dentistry 16:38 Why “Active Surveillance” Matters 18:24 MIOC as a Practical Framework 19:43 Applying MIOC in Patient Communication 22:38 Sustainability & Salutogenesis 29:05 When to Pick Up a Drill 30:23 Biofilm as the Engine of Caries 31:33 Purpose of a Restoration in Caries Management 36:13 Caries Detection Technologies 42:44 Watch and Wait vs Detect and Manage 01:02:52 Outro Professor Avijit Banerjee's recommended reading and ongoing work: New textbook: A Clinical Guide to Advanced Minimum Intervention Restorative Dentistry (Banerjee A., Elsevier, 2024) — the most comprehensive single reference for modern MIOC and MID.

In this re-release episode, Garth sits down with members of the APA's Introductory Psychology Initiative (IPI) Working Group on Student Learning Outcomes & Assessment: Jennifer Thompson, Kristin Whitlock, Jane Halonen, Sue Frantz (not featured), and Eric Landrum. Together, they explore how the project took shape, the leadership behind it, the move toward a thematic revolution, and what it means to take a content-agnostic approach to teaching psychology. Note. Portions of the show notes were generated by AI.

Sari Factor, the Vice Chair and Chief Strategy Officer at Imagine Learning, explores the intersection of curriculum, technology, and people. These questions are explored: What makes a curriculum high quality? How can technology best support the teaching and learning process? What role might AI play in extending this intersection? How should schools be considering the questions around screen time? What role do instructional coaches and school leaders have in supporting high quality learning? Visit the Imagine Learning website here.     Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Teddy Svoronos describes how today's agentic AI changes what and how we teach on episode 617 of the Teaching in Higher Ed podcast. Quotes from the episode An AI agent is an LLM that runs tools in a loop to achieve a goal. -Teddy Svoronos The process of having a task, write a report, use a tool, web search, and do it over and over again until you feel like you’ve gotten the full sort of spectrum of things—that I think is what an agent really is. -Teddy Svoronos These LLMs are now becoming like this intermediary between me and the actual content. And so I’m optimizing in a different way than I used to. -Teddy Svoronos I think there’s an analogy with these tools that I’ve been thinking of as cognitive debt, which is that as you offload to them, there are things that they’ll do that you won’t quite understand. -Teddy Svoronos Resources Agentic Everything: How the latest set of models changes things, by Teddy Svoronos Course Corrections: Redesigning my course for AI, by Teddy Svoronos Pray, Mr. Babbage, by Teddy Svoronos Episode 590: Deep Background – Using AI as a Co-Reasoning Partner with Mike Caulfield Episode 234: A New Lens for Learning Outcomes with Maria Andersen José Antonio Bowen’s AI Detector False Positive Calculator Episode 605: Teaching with AI – The Good, the Bad, the Ugly, and the Future with José Bowen MacWhisper The Checklist Manifesto, by Atul Gawande

Show Notes Marti Louw - IDeATe Marti Louw - Google Scholar

[00:00] - Intro[01:43] - New Baby and 2026 Goals[05:44] - Service 2211 has been recorded, and will soon be online[07:48] - 2026: A Building Year for Watershape U[09:01] - Watershape U = Education + Reinforcement and Networking[12:10] - The new WU Service Track[13:33] - Upcoming WU Classes at Shows[20:20] - Closing[21:27] - Service 2211: Essential Water Chemistry - Unit A, Part 1[24:49] - Learning Outcomes and Introduction[27:13] - A.1 Hydrolysis, Saturation and Solubility[31:51] - A.2 Water Chemistry Ranges ______________________________Connect with us! Realize your full potential.Watershape University®Water chemistry questions?Orenda®Questions? Comments? Or apply to sponsor the show:ruleyourpool@gmail.com Facebook: @ruleyourpoolYouTube: @rule-your-pool

Send us a textJohn Gamba is Entrepreneur in Residence at Catalyst @ Penn GSE, where he mentors education entrepreneurs and leads the Milken-Penn GSE Education Business Plan Competition. Over 17 years, the competition has awarded $2M to ventures that have gone on to raise more than $200M in follow-on funding, with a strong focus on equity and research-to-practice impact.

In this special on-location recording at the National Association for Gifted Children (NAGC) Conference in Pittsburgh, Pennsylvania, hosts Dr. Matthew Worwood and Dr. Cyndi Burnett sit down with Sarah Caroleo, Ph.D. to explore the powerful role of professional learning in advancing gifted education. Together, they unpack how thoughtfully designed professional learning (PL) can elevate teacher practice, strengthen advanced learning opportunities, and help close long-standing excellence gaps within schools and districts. About the Guest  Sarah Caroleo is a Postdoctoral Research Associate at the Annenberg Institute, Brown University. She researches professional learning in gifted education, sharing evidence-based strategies to help teachers support high-potential students and close excellence gaps.   Be sure to subscribe on your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at questions@fuelingcreativitypodcast.com.

In this talk, Rileen, a Senior Computational Biologist and Cancer Data Scientist, shares his professional journey from physics and computer science to cutting-edge cancer genomics and applied machine learning. From his early work in alternative splicing models to deep learning in medical imaging, Rileen explains how biology, data science, and AI intersect to transform cancer research.TIMECODES:00:00 Rileen's Career Journey and Education06:14 Understanding Alternative Splicing in Computational Biology10:56 Modeling Alternative Splicing with Machine Learning14:52 Model Error Analysis and Transition to Cancer Research18:37 What Is Cancer? Mutational Theory Explained21:45 Cancer Treatments and Causes24:57 Cancer Genomics and Tumor Models28:59 Comparing Cell Lines and Tumor Samples (Multi-omics Analysis)32:32 Machine Learning Applications in Cancer Research35:38 Deep Learning for Medical Imaging and Pathology39:17 Data Privacy and Applied ML Course Projects42:50 Learning Outcomes and Future Plans46:36 Industry Experience in Pharmaceutical Research50:14 Day in the Life of a Computational Biologist55:02 Advice for Current ML Students58:40 Project Management and Challenges in Genomics1:02:23 Public Data Sets and Cancer Research in GermanyConnect with Rileen:- Twitter - https://x.com/RileenSinha- Linkedin - https://www.linkedin.com/in/rileen-sinha-a644692/- Github - https://github.com/OptimistixConnect with DataTalks.Club:- Join the community - https://datatalks.club/slack.html- Subscribe to our Google calendar to have all our events in your calendar - https://calendar.google.com/calendar/r?cid=ZjhxaWRqbnEwamhzY3A4ODA5azFlZ2hzNjBAZ3JvdXAuY2FsZW5kYXIuZ29vZ2xlLmNvbQ- Check other upcoming events - https://lu.ma/dtc-events- GitHub: https://github.com/DataTalksClub- LinkedIn - https://www.linkedin.com/company/datatalks-club/ - Twitter - https://twitter.com/DataTalksClub - Website - https://datatalks.club/

In this episode, host Mike Palmer welcomes back Dr. Eddie Watson to discuss the rapidly evolving landscape of AI in higher education. Following the release of the second edition of his book, Teaching with AI: A Practical Guide to a New Era of Human Learning, Eddie shares insights from working with nearly 200 campus teams on transitioning from AI-resistant assignments to AI-integrated pedagogy. Here's the link to Eddie's first appearance. Key Takeaways: Beyond Academic Integrity: While cheating remains a concern, the conversation is shifting toward AI literacy as an essential learning outcome to prepare students for an AI-integrated workforce. The "Calculus" of Cheating: In high-stakes environments, students often feel a competitive disadvantage if they don't use AI. Pedagogical Transparency: If faculty ban AI for specific assignments, they must explain the "why" (e.g., building foundational skills) to encourage student compliance Backward Design: Eddie advocates for starting with the desired learning outcome and engineering assignments and instruction from there. Learning to Write vs. Writing to Learn: AI's role should differ based on whether the goal is mastering writing mechanics or using writing to process course content. Durable Skills: While technical skills like prompt engineering may change quickly, mindsets like metacognition and critical thinking remain essential. "Ground Truth" Bots: Using tools like NotebookLM or Small Language Models (SLMs) allows students to interrogate specific, vetted data sets like OER textbooks. Efficiency vs Engagement: The episode concludes with a look at the "Efficiency vs. Engagement" binary. While institutions may use AI to automate grading and increase class sizes, the real opportunity lies in reinvesting saved time into "signature pedagogies"—mentoring and fostering a sense of student belonging, which are the greatest predictors of student success. Quotes: "The one who does the work is the one who does the learning. How do we make sure our students are doing the work, because that's where the learning occurs?" — Eddie Watson Time Stamps: 00:00 - Introduction & Welcome Back 00:55 - The Innovation Cycle: Second Edition of "Teaching with AI" 01:41 - Eddie Watson's Background & Role at AAC&U 03:32 - The Shift: From Academic Integrity to the World of Work 05:10 - Complexity of Academic Integrity & Student Pressures 07:42 - Evolving Assessment Strategies & Motivation to Cheat 10:55 - Backward Design: Aligning AI with Learning Outcomes 12:54 - Writing to Learn vs. Learning to Write 14:43 - Agentic AI & Modernizing Assessments 18:50 - Creating "AI-Resistant" vs. AI-Transparent Assignments 24:43 - Developing a Meta AI Literacy Model 28:00 - Durable Skills: Metacognition & Managing AI 33:50 - Custom Chatbots, SLMs, and Ground Truths 46:40 - The Future: Efficiency vs. Engagement 49:00 - The Human Element: Mentorship & Student Belonging 51:00 - Closing Remarks Subscribe to Trending in Ed wherever you get your podcasts so you never miss an insight-filled conversation like this one.

In this episode, host Beth Cougler Blom answers a listener's question about how to help people shift from lecture-style delivery to a more engaging, participatory approach to facilitating learning. Drawing from years of experience supporting faculty and facilitators, Beth shares practical strategies for supporting others in embracing active learning methods. Beth also talks about: Establishing a culture of continuous improvement Using goal setting and debriefing to grow facilitation skills Taking a coach approach to support others Explaining why active learning works using plain language Encouraging facilitators to let go of control and learn alongside their participants Links From the Episode EP 4 Facilitation is the New Coaching with Moe Poirier Design to Engage: How to Create and Facilitate a Great Learning Experience For Any Group with Beth Cougler Blom EP 47 The Pivotal Role of Learning Outcomes with Beth Cougler Blom EP 19 Choosing Activities with Beth Cougler Blom Instructional Skills Workshop Universal Design for Learning Connect with the Facilitating on Purpose podcast: Follow Facilitating on Purpose on Instagram, LinkedIn, or YouTube Show notes and transcripts available at facilitatingonpurpose.ca Connect with Host Beth Cougler Blom: Give feedback or suggest upcoming show topics or guests at hello@bcblearning.com Visit bcblearning.com to explore Beth's company's services in facilitation and learning design Purchase a copy of Beth's book, Design to Engage Follow Beth on Instagram or LinkedIn Podcast production services by Mary Chan of Organized Sound Productions    

In this episode of Why Distance Learning, hosts Seth Fleischauer, Tami Moehring, and Allyson Mitchell welcome Cassie Bride, Director of School Programs, and Lauren Yockel, School Programs Education Specialist at the Museum of Fine Arts, Boston (MFA). Together, they explore how one of the nation's most renowned cultural institutions is transforming museum education through live virtual programming—making world-class art accessible to students anywhere.Museums have long been seen as places you must visit in person to truly experience their magic. But how can educators bring the depth, texture, and storytelling of art to students who may never set foot in a gallery? Traditional outreach—slideshows, static images, or “loan boxes”—often fails to capture the atmosphere, intimacy, and discovery of the real museum experience.Cassie and Lauren share how the MFA Boston reimagined its approach by taking students inside the galleries through interactive live video sessions. Using simple technology—an iPad on a mobile tripod—they bring artworks, curators, and educators directly to classrooms. Students not only see art up close but also hear the sounds of visitors and experience the living energy of the museum.They discuss how this approach:Deepens students' curiosity and contextual understanding of art.Extends the museum's mission by reaching beyond geography and accessibility barriers.Creates hybrid experiences where virtual and in-person visits enrich one another.Builds relationships—teachers and students often recognize Lauren as a “celebrity” when they visit in person!Strengthens collaboration with Boston Public Schools, ensuring alignment between curriculum, distance learning, and professional development.For educators and cultural organizations, the MFA's model offers a powerful lesson: distance learning doesn't replace the field trip—it multiplies it. Start small. Use simple, mobile setups. Focus on creating authentic connections rather than high-tech production. Whether you're teaching art, science, or history, virtual access can spark awe, equity, and engagement in ways that complement, not compete with, in-person learning.Episode Links:Museum of Fine Arts, Boston – Distance Learning ProgramsHost Links:Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.Seth Fleischauer's Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.

Multiple-choice questions (MCQs) are the foundation for certification exams. MCQ writing by students is an evidence-based learning modality; however, studies on this strategy in graduate nursing programs are limited. In this podcast and article, Drs. Patti Griffith and Patricia Pawlow describe the outcomes of their scoping review on students writing MCQ in healthcare professions education. Writing MCQs is a valuable active learning strategy for graduate students who take high-stakes examinations. MCQ quality improves with faculty involvement. Working in small groups increases students' knowledge and positive perception of this strategy, as did exam inclusion of student-generated MCQ.

Navigating the world of instructional design can be confusing when similar-sounding concepts appear to overlap. That's exactly the challenge many ID professionals face when distinguishing between human-centered design and learner-centered design.The key differences emerge in their focus (all users versus learners only), goals (holistic experience versus learning outcomes), and methodologies. Human-centered design employs design thinking, empathy mapping, and prototyping, while learner-centered design draws from learning theories, needs assessments, and scaffolding techniques. The most effective instructional design often combines both approaches: starting broad with human-centered principles before narrowing to learner-centered strategies.Whether you're new to instructional design or looking to refine your approach, understanding when and how to apply these complementary frameworks will elevate your work. Download our interactive comparison infographic from the show notes, and share your experiences combining these approaches in your own projects. How might your current project benefit from considering both the broader human experience and specific learner needs?

In this episode of the Partial Credit Podcast, hosts Jesse Lubinsky, Donnie Piercey, and Jeffery Heil celebrate Ken Shelton's 10th appearance. The conversation explores various themes, including the evolution of technology in education, the promises and perils of AI, and a critique of the Alpha School's educational model.   The hosts discuss the impact of AI on learning and teaching, emphasizing the importance of ethical considerations and the role of teachers in innovative education. The episode highlights the need for a critical examination of educational practices and the influence of technology on student outcomes. In this conversation, the speakers critically examine the themes of equity in education, the role of AI in teaching and learning, and the need for innovative assessment strategies. They discuss the importance of AI literacy for educators and students, emphasizing the necessity of teaching foundational skills before integrating AI tools. The conversation highlights the challenges and opportunities presented by AI in education, advocating for a thoughtful approach to its implementation.

In this conversation, Phil and Lisa explore the complexities of defining what makes a group great in a facilitation context. They discuss the role of the facilitator's ego, the subjective nature of group dynamics, and the importance of evaluating success beyond personal feelings. The dialogue emphasizes the need for facilitators to balance their own experiences with the goals of the group, ultimately leading to a deeper understanding of participant engagement and learning outcomes. A great group often means the facilitator felt liked. Facilitators' egos can influence their perception of group success. Group dynamics are subjective and can vary by facilitator. Struggle in a group can lead to greater learning experiences. It's important to evaluate groups based on goals, not just feelings. Facilitators should embrace their humanity in the process. The definition of a great group can differ among facilitators. Patience and support within a group enhance the experience. Fun and challenge can coexist in group settings. Questions about group success should be more nuanced. Connect with the podcast -  email - podcast@high5adventure.org instagram - https://www.instagram.com/verticalplaypen/ Support the podcast - verticalplaypen.org Music and sound effects - epidemicsound.com

Invest Like the Best: Read the notes at at podcastnotes.org. Don't forget to subscribe for free to our newsletter, the top 10 ideas of the week, every Monday --------- My guest today is Joe Liemandt. Joe is the Principal at Alpha School and the founder of Triliogy Software and ESW Capital. He became the youngest member of the Forbes 400 in the 1990s before vanishing from public view for two decades—only to emerge with a $1 billion bet that he can make kids learn 10x faster using AI. Joe has built an AI tutoring system so effective that students at his Alpha School literally beg not to take summer breaks, achieving 2x learning outcomes in just 2 hours with standardized test results that compete with the best of them. We dive deep into why this could be the most valuable product he's ever built, his contrarian thesis that traditional SaaS is facing AI-driven obsolescence, and how his experience buying 100+ software companies prepared him for this moonshot in a trillion-dollar market that hasn't innovated in 200 years.  For investors, this is a masterclass in deploying patient capital to rebuild broken systems from first principles, with insights on everything from regulatory moats to the intersection of AI and human psychology. As your excited skeptic, I push hard on the technology readiness, parental adoption hurdles, and whether this audacious vision can actually scale to a billion kids. Additionally, in a Colossus Profile released last week, our editor-in-chief Jeremy Stern reported, for the first time, Joe as the product guy behind Alpha School in a can't miss piece of writing. And now please enjoy my conversation with Joe Liemandt.  Joe Liemandt's Colossus Profile by Jeremy Stern. For the full show notes, transcript, and links to mentioned content, check out the episode page ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠ ----- This episode is brought to you by⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Ramp⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Ramp's mission is to help companies manage their spend in a way that reduces expenses and frees up time for teams to work on more valuable projects. Go to⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Ramp.com/invest⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to sign up for free and get a $250 welcome bonus. – This episode is brought to you by⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Ridgeline⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Ridgeline has built a complete, real-time, modern operating system for investment managers. It handles trading, portfolio management, compliance, customer reporting, and much more through an all-in-one real-time cloud platform. Head to⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ridgelineapps.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to learn more about the platform. – This episode is brought to you by⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ AlphaSense⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. AlphaSense has completely transformed the research process with cutting-edge AI technology and a vast collection of top-tier, reliable business content. Invest Like the Best listeners can get a free trial now at⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Alpha-Sense.com/Invest⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and experience firsthand how AlphaSense and Tegus help you make smarter decisions faster. ----- Editing and post-production work for this episode was provided by The Podcast Consultant (⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://thepodcastconsultant.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠). Show Notes: (00:00:00) Welcome to Invest Like the Best(00:06:08) How Alpha School Is Revolutionizing Learning(00:12:47) Personalized Tutoring with AI(00:19:59) Measuring the Impossible: 2x Learning Outcomes(00:25:39) All Educational Content Is Obsolete(00:35:51) Motivating Students: The Key to Success(00:42:06) Life Skills Workshops: Real-World Lessons(00:47:47) The Key to Happiness: High Standards(00:52:33) The Role of Guides and Coaches(00:58:22) Feedback Loops and AI in Education(01:04:20) The AI-Powered Classroom Experience(01:18:06) From Self-Doubt to Limitless Learning(01:28:20) Challenges in Public School Systems(01:41:56) Gamified Learning and Technology(01:49:46) From Trilogy to Trillion-Dollar Markets(01:55:05) Why Software Companies Fail(02:01:21) Trilogy University(02:10:39) Lessons from Mentors(02:17:25) Pushing Limits and Finding Passion(02:27:12) Joe's Kindest Thing

Invest Like the Best Key Takeaways  Personalized, mastery-based learning (driven by AI) can enable students to learn 10x faster, mastering material in just two hours a day and freeing up time for real-world skills, entrepreneurship, and personal interestsMotivation is essential: Kids must love school for it to be effective. The greatest motivator is giving students time back in their day, achieved by efficient mastery learning.Time-based, lecture-driven models leave knowledge gaps: Most U.S. students plateau in middle school, as traditional education pushes content too fast, resulting in a fragile “swiss-cheese” learning foundationAI's transformational role: With generative AI, obsolete textbooks and one-size-fits-all instruction are replaced by continuous, adaptive, and personalized feedback, tailored to each learner's interests and needs.Feedback and growth mindset are superpowers: Receiving and seeking feedback in school builds resilience, accelerates learning, and prepares students to thrive beyond the classroomHigh standards + high support = success and happiness: Kids grow most when challenged and held to ambitious goals with strong mentoring, even if the process is uncomfortable.Gamification and engagement: Applying video game design and motivation mechanics to education can make learning irresistible, turning hard tasks into meaningful and fun challengesNo one-size-fits-all: Multiple school types, customized daily schedules, and teaching entrepreneurship, leadership, and teamwork ensure education aligns with each child's unique strengths and ambitions.“I think this is one of the coolest projects happening in America that people are just starting to learn about.” – Patrick O'Shaughnessy on Alpha School Read the full notes @ podcastnotes.orgMy guest today is Joe Liemandt. Joe is the Principal at Alpha School and the founder of Triliogy Software and ESW Capital. He became the youngest member of the Forbes 400 in the 1990s before vanishing from public view for two decades—only to emerge with a $1 billion bet that he can make kids learn 10x faster using AI. Joe has built an AI tutoring system so effective that students at his Alpha School literally beg not to take summer breaks, achieving 2x learning outcomes in just 2 hours with standardized test results that compete with the best of them. We dive deep into why this could be the most valuable product he's ever built, his contrarian thesis that traditional SaaS is facing AI-driven obsolescence, and how his experience buying 100+ software companies prepared him for this moonshot in a trillion-dollar market that hasn't innovated in 200 years.  For investors, this is a masterclass in deploying patient capital to rebuild broken systems from first principles, with insights on everything from regulatory moats to the intersection of AI and human psychology. As your excited skeptic, I push hard on the technology readiness, parental adoption hurdles, and whether this audacious vision can actually scale to a billion kids. Additionally, in a Colossus Profile released last week, our editor-in-chief Jeremy Stern reported, for the first time, Joe as the product guy behind Alpha School in a can't miss piece of writing. And now please enjoy my conversation with Joe Liemandt.  Joe Liemandt's Colossus Profile by Jeremy Stern. For the full show notes, transcript, and links to mentioned content, check out the episode page ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠ ----- This episode is brought to you by⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Ramp⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Ramp's mission is to help companies manage their spend in a way that reduces expenses and frees up time for teams to work on more valuable projects. Go to⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Ramp.com/invest⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to sign up for free and get a $250 welcome bonus. – This episode is brought to you by⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Ridgeline⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Ridgeline has built a complete, real-time, modern operating system for investment managers. It handles trading, portfolio management, compliance, customer reporting, and much more through an all-in-one real-time cloud platform. Head to⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ridgelineapps.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to learn more about the platform. – This episode is brought to you by⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ AlphaSense⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. AlphaSense has completely transformed the research process with cutting-edge AI technology and a vast collection of top-tier, reliable business content. Invest Like the Best listeners can get a free trial now at⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Alpha-Sense.com/Invest⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and experience firsthand how AlphaSense and Tegus help you make smarter decisions faster. ----- Editing and post-production work for this episode was provided by The Podcast Consultant (⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://thepodcastconsultant.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠). Show Notes: (00:00:00) Welcome to Invest Like the Best(00:06:08) How Alpha School Is Revolutionizing Learning(00:12:47) Personalized Tutoring with AI(00:19:59) Measuring the Impossible: 2x Learning Outcomes(00:25:39) All Educational Content Is Obsolete(00:35:51) Motivating Students: The Key to Success(00:42:06) Life Skills Workshops: Real-World Lessons(00:47:47) The Key to Happiness: High Standards(00:52:33) The Role of Guides and Coaches(00:58:22) Feedback Loops and AI in Education(01:04:20) The AI-Powered Classroom Experience(01:18:06) From Self-Doubt to Limitless Learning(01:28:20) Challenges in Public School Systems(01:41:56) Gamified Learning and Technology(01:49:46) From Trilogy to Trillion-Dollar Markets(01:55:05) Why Software Companies Fail(02:01:21) Trilogy University(02:10:39) Lessons from Mentors(02:17:25) Pushing Limits and Finding Passion(02:27:12) Joe's Kindest Thing

My guest today is Joe Liemandt. Joe is the Principal at Alpha School and the founder of Triliogy Software and ESW Capital. He became the youngest member of the Forbes 400 in the 1990s before vanishing from public view for two decades—only to emerge with a $1 billion bet that he can make kids learn 10x faster using AI. Joe has built an AI tutoring system so effective that students at his Alpha School literally beg not to take summer breaks, achieving 2x learning outcomes in just 2 hours with standardized test results that compete with the best of them. We dive deep into why this could be the most valuable product he's ever built, his contrarian thesis that traditional SaaS is facing AI-driven obsolescence, and how his experience buying 100+ software companies prepared him for this moonshot in a trillion-dollar market that hasn't innovated in 200 years.  For investors, this is a masterclass in deploying patient capital to rebuild broken systems from first principles, with insights on everything from regulatory moats to the intersection of AI and human psychology. As your excited skeptic, I push hard on the technology readiness, parental adoption hurdles, and whether this audacious vision can actually scale to a billion kids. Additionally, in a Colossus Profile released last week, our editor-in-chief Jeremy Stern reported, for the first time, Joe as the product guy behind Alpha School in a can't miss piece of writing. And now please enjoy my conversation with Joe Liemandt.  Joe Liemandt's Colossus Profile by Jeremy Stern. For the full show notes, transcript, and links to mentioned content, check out the episode page ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠ ----- This episode is brought to you by⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Ramp⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Ramp's mission is to help companies manage their spend in a way that reduces expenses and frees up time for teams to work on more valuable projects. Go to⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Ramp.com/invest⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to sign up for free and get a $250 welcome bonus. – This episode is brought to you by⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Ridgeline⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Ridgeline has built a complete, real-time, modern operating system for investment managers. It handles trading, portfolio management, compliance, customer reporting, and much more through an all-in-one real-time cloud platform. Head to⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ridgelineapps.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to learn more about the platform. – This episode is brought to you by⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ AlphaSense⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. AlphaSense has completely transformed the research process with cutting-edge AI technology and a vast collection of top-tier, reliable business content. Invest Like the Best listeners can get a free trial now at⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Alpha-Sense.com/Invest⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and experience firsthand how AlphaSense and Tegus help you make smarter decisions faster. ----- Editing and post-production work for this episode was provided by The Podcast Consultant (⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://thepodcastconsultant.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠). Show Notes: (00:00:00) Welcome to Invest Like the Best(00:06:08) How Alpha School Is Revolutionizing Learning(00:12:47) Personalized Tutoring with AI(00:19:59) Measuring the Impossible: 2x Learning Outcomes(00:25:39) All Educational Content Is Obsolete(00:35:51) Motivating Students: The Key to Success(00:42:06) Life Skills Workshops: Real-World Lessons(00:47:47) The Key to Happiness: High Standards(00:52:33) The Role of Guides and Coaches(00:58:22) Feedback Loops and AI in Education(01:04:20) The AI-Powered Classroom Experience(01:18:06) From Self-Doubt to Limitless Learning(01:28:20) Challenges in Public School Systems(01:41:56) Gamified Learning and Technology(01:49:46) From Trilogy to Trillion-Dollar Markets(01:55:05) Why Software Companies Fail(02:01:21) Trilogy University(02:10:39) Lessons from Mentors(02:17:25) Pushing Limits and Finding Passion(02:27:12) Joe's Kindest Thing

Today, we are joined by Dr. Daniel Willingham.Daniel T. Willingham is a Professor of Psychology at the University of Virginia, known for his work applying cognitive psychology to K-16 education. He earned his B.A. from Duke University and his Ph.D. in Cognitive Psychology from Harvard University. Initially, his research focused on the brain basis of learning and memory, but he later shifted his focus to the practical applications of cognitive science in education. He is the author of several books, including Why Don't Students Like School?, When Can You Trust the Experts?, and The Reading Mind.In this fascinating conversation, we explore the science behind effective learning and memory. Dr. Willingham reveals why most adults never update their learning strategies from school, the dangerous myths that persist about memory and learning styles, and the evidence-based techniques that actually work.Key topics include:Why adults rarely update their learning approachesDebunking persistent myths about memory, learning styles, and "brain training"The illusion of knowing and why familiarity doesn't equal true understandingWhy rereading, highlighting, and copying notes are ineffectiveThe power of retrieval practice Spacing effects versus cramming When and how to use mnemonic devices like memory palaces effectivelyThe fundamental principle of matching study methods to desired outcomesWhether you're a lifelong learner, educator, or leader looking to enhance your own learning capabilities, Dr. Willingham's research-backed insights will transform how you approach acquiring and retaining new knowledge.Dr. Daniel Willingham's Books: "Why Don't Students Like School?" https://www.amazon.com/Why-Dont-Students-Like-School/dp/1119715660 "Outsmart Your Brain" https://www.amazon.com/Outsmart-Your-Brain-Learning-Hard/dp/1982167173 -Website and live online programs: http://ims-online.com Blog: https://blog.ims-online.com/ Podcast: https://ims-online.com/podcasts/ LinkedIn: https://www.linkedin.com/in/charlesgood/ Twitter: https://twitter.com/charlesgood99 Chapters:(00:00) Introduction(01:15) Tool: Dr. Willingham's Journey from Neuroscience to Education(04:25) Technique: Why Adults Don't Update Their Learning Software(05:35) Tip: Overcoming Learning Overconfidence and Illusion of Knowing(09:10) Tool: Debunking Learning Styles and Common Memory Myths(11:25) Technique: Thinking About Meaning vs Mindless Repetition(14:45) Tip: Why Retrieval Practice Reigns Supreme for Learning(16:00) Tool: The Power of Overlearning and Spacing Effects(20:25) Technique: When and How to Use Mnemonic Devices Effectively(24:15) Tip: Matching Study Methods to Learning Outcomes(25:00) Conclusion#CharlesGood #DanielWillingham #TheGoodLeadershipPodcast #CognitiveScience #LearningScience #MemoryResearch #EducationalPsychology #EvidenceBasedLearning #LearningMyths #RetrievalPractice #SpacingEffect #MemoryPalace #AdultLearning #EffectiveLearning #ScienceOfLearning #LearningStrategies #MemoryTechniques #CognitivePsychology #LifelongLearning #LearningMethods

Some say AI is the future of education, but there are reasons for skepticism, especially if we limit the conversation to the US and other wealthy countries. However, for many regions of the world—particularly for many low- and middle-income countries—there is strong reason to believe that AI has the potential to be transformative. At least in theory, AI can democratize access to higher-quality instruction in a wide range of subjects and provide individualized feedback in overly large classrooms.But does this reasoning hold up in practice? How much of a difference can AI make right now? And how can we ensure that AI produces the outcomes we want? On this episode of The Report Card, Nat Malkus discusses these questions, and more, with Martín De Simone. Martín De Simone is an Education Specialist at the World Bank and, along with Federico Tiberti, Maria Barron Rodriguez, Federico Manolio, Wuraola Mosuro, and Eliot Jolomi Dikoru, is the author of From Chalkboards to Chatbots: Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria.

Game Goals vs Learning OutcomesIn this episode, we'll explore how learning objectives and game goals overlap, how serious games are designed for impact, and how we measure success beyond just ‘winning.' So, buckle up—because today, we're unlocking the next level of game-based learning! If you liked this episode please consider commenting, sharing, and subscribing.Subscribing is absolutely free and ensures that you'll get the next episode of Experience Points delivered directly to you.I'd also love it if you took some time to rate the show!I live to lift others with learning.  So, if you found this episode useful, consider sharing it with someone who could benefit.Also make sure to visit University XP online at www.universityxp.comUniversity XP is also on Twitter @University_XP and on Facebook and LinkedIn as University XPAlso, feel free to email me anytime at dave@universityxp.comGame on!Get the full transcript and references for this episode here: https://www.universityxp.com/podcast/142Support the show

In this episode of the Getting Smart Podcast, Shawnee Caruthers has a vibrant conversation with Superintendent Dr. George Philhower to explore how joy, alongside connection, growth, and success, forms the core of their educational commitments. Learn about their innovative initiatives, like the Joy Integration Specialist role and Joy Jam conference, which transform learning experiences by fostering genuine curiosity and purpose. Join us to see how these efforts are not just enhancing academic engagement but also preparing students for real-world challenges with confidence and credentials. Whether you're an educator, parent, or community leader, this episode offers valuable insights into creating a thriving, joyful learning environment. Tune in now and be inspired by a district daring to ask, "What if joy came first?" Outline (00:00) Introduction to the Getting Smart Podcast (01:19) Joy as a Learning Goal (03:48) Creating Joyful Learning Experiences (05:40) The Role of the Joy Integration Specialist (10:41) Connecting with Students and Community Partners (22:07) Rethinking Credits and Learning Outcomes (28:32) Joy Jam: A Unique Professional Development Experience Links Watch the full episode Read the full blog Eastern Hancock Schools Website LinkedIn Joy Jam! 2025

In this episode, Dr Andrew Holliman, Associate Professor at UCL's Institute of Education and chair of the BPS's Psychology of Education Section discusses the upcoming annual conference focused on psychological well-being in education, highlighting its inclusive, supportive atmosphere for teachers, researchers, and students. Andy shares insights on how psychology informs teaching, learning, and motivation, and emphasizes the importance of teacher and student well-being. Practical advice for engaging with psychological research and self-care is offered, along with conference details. The episode concludes with encouragement for educators to prioritize self-compassion and mental health. To find out more about the conference please use this link: https://www.bps.org.uk/event/psychology-education-section-annual-conference-2025

In this conversation, Phil Brown and Devin Farkas discuss the evolving landscape of outdoor education, focusing on accessibility, the importance of experiential learning, and the development of leadership skills in outdoor settings. They explore the core impacts of outdoor education, including confidence building and connection with nature, while also addressing the need to shift perspectives on risk and challenge. The discussion culminates in a vision for the future of outdoor education that emphasizes reducing barriers and enhancing learning experiences through outdoor spaces.   Outdoor education should be accessible to all, not just the adventurous few. Experiential learning is key to achieving educational outcomes. Confidence, connection, and skill development are core impacts of outdoor education. The focus should be on creating meaningful experiences, not just flashy adventures. Leadership development is best achieved in low-risk environments. Facilitators should allow discomfort to foster learning opportunities. The situational leadership model can enhance group dynamics. Outdoor education can be integrated into everyday learning environments. The future of outdoor education lies in reducing barriers and enhancing accessibility. Learn more about Devin - workwithdevin.com Connect with Phil - podcast@high5adventure.org Instagram - https://www.instagram.com/verticalplaypen/ Support the podcast - verticalplaypen.org Music and sound effects - epidemicsound.com

In this episode, I speak with Dr. Eileen McGivney about her work "Complexity of Agency in VR Learning Environments: Exploring Associations with Interactivity, Learning Outcomes, and Affect."

Countries worldwide are facing a learning crisis with high levels of learning poverty - with the poorest communities being the hardest hit. What are the lessons from World Bank's efforts in addressing this learning crisis?

This episode features a conversation with a higher education assessment leader involved in championing Student Learning Outcomes, or SLOs as they are also known.  Our guest is Jarek Janio, who, in addition to being a faculty member at Santa Ana College, is also one of the founders of the California Outcomes & Assessment Coordinator Hub, otherwise known as COACHes, which provides plentiful resources for those involved in working with SLOs. Link to resource mentioned in this episode:California Outcomes & Assessment Coordinator Hub (COACHes):https://coaches.institute/  This season of Leading Improvements in Higher Education is sponsored by the Center for Assessment and Research Studies at James Madison University; learn more at jmu.edu/assessment. Episode recorded: December 2024.  Host:  Stephen Hundley.  Producers:  Chad Beckner and Angela Bergman.  Original music:  Caleb Keith.  This award-winning podcast is a service of the Assessment Institute in Indianapolis; learn more go.iu.edu/assessmentinstitute. 

Dalitso Ntambalika, a primary school teacher in Malawi, shares her transformative experiences with Universal Design for Learning (UDL). She shares stories of two students: one who was very quiet and became more engaged through pair-sharing and another who was very, very active and learned new behaviors for learning through positive reinforcement. Dalitso's expereince highlights UDL's effectiveness in diverse classrooms.

In this week's Open Tech Talks, we had the pleasure of speaking with TJ Walker, the founder of Media Training Worldwide. With over 2 million students on Udemy and over 200 courses under his belt, He is a global expert in presentation techniques, media training, and communication skills. As the author of six books, including the USA Today #1 Bestseller "Secret to Foolproof Presentations," TJ shares his vast experience on how to elevate your communication skills—whether you're making media appearances, giving a presentation, or simply explaining complex ideas to a business audience. We started the conversation with TJ by exploring the rise of AI cloning - replicating one's expertise through AI-powered digital clones. Imagine having an AI version of yourself that can share your knowledge, answer questions, and provide personalized learning to millions, just like TJ's courses. The benefits of AI clones are immense, especially for professionals looking to scale their knowledge and impact globally without being physically present. Episode # 146 Today's Guest: TJ Walker, Founder, Media Training Worldwide TJ Walker's commanding digital presence is marked by over 2 million students on Udemy across more than 200 courses. He is the author of 6 books, including the USA Today #1 Bestseller “Secret to Foolproof Presentations” and “Media Training A to Z. Website: TJWalker Youtube: TJ Walker  What Listeners Will Learn: AI Cloning and Expertise Sharing: Learn how AI clones revolutionize how experts share their knowledge and scale their impact. Before and After AI: Explore how adopting AI changes everything, from preparing for presentations to managing daily tasks in a business environment. Translating Tech Jargon for Business Users: Spekaer shares practical tips on breaking down complex technology concepts into language that business users can easily understand. Improving Your Presentation Techniques: He will give you actionable advice on how to make your next presentation more impactful, concise, and engaging. Learning Outcomes from Media Training Courses: Understand the key takeaways students gain from TJ's media training courses and how they apply them in real-world scenarios. Overcoming Fear in Media Appearances: Learn TJ's top strategies for overcoming fear of media appearances and public speaking and how to build confidence on camera. Resources: TJWalker

In this episode we explore several questions sent in by listener's of the pod. From Interim Grades, creating learning objectives for high school science courses and how to track effort to why we even put this podcast and our work in alt grading out into the world, join us as we delve into the things that YOU are most interested in learning more about.LinksPlease note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!Next Generation Science StandardsA Parent's Guide to Grading and Reporting: Being Clear About What Matters, Chad Lang and Matt TownsleyEpisode 32 - Interview with Dr. TJ Hitchman - Active Learning and Alt Grading (and the need for structure when the internal motivation is not there)Episode 31 - The Role of "Effort" or "Work" in an Alternatively Graded CourseSpecifications Grading, Linda NilsenEpisode 33 - An Interview with Dr. Thomas GuskeyResourcesThe Grading Conference - an annual, online conference exploring Alternative Grading in Higher Education & K-12.Some great resources to educate yourself about Alternative Grading:The Grading for Growth BlogThe Grading ConferenceThe Intentional Academia BlogRecommended Books on Alternative Grading (Please note - any books linked here are likely Amazon Associates links. Purchasing through them helps support the show. Thanks for your support!):Grading for Growth, by Robert Talbert and David ClarkSpecifications Grading, by Linda Nilsen

Today on the podcast Sharona and Bosley sit down with Erik Francis. An international author, educator, presenter and professional development provider, Erik has over 30 years of experience in education. He has written a number of books and blogs on Depth of Knowledge, Inquirying Questions, and other topics. In this conversation, we take a deeper look at Depth of Knowledge and how it might be used to allow us to better align our assessments with our Learning Outcomes.LinksPlease note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!www.MaverikEducation.comDeconstructing Depth of Knowledge: A Method and Model for Deeper Teaching and Learning, Erik FrancisNow That's a Good Question!: How to Promote Cognitive Rigor Through Classroom Questioning, Erik FrancisInquiring Minds Want to Learn: Posing Good Questions to Promote Student Inquiry , Erik FrancisNext Generation Science StandardsSlaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America's Public Schools, Diane RavitchThe Report of the Committee of Ten, James MackenzieA Nation at Risk: The Imperative for Educational Reform, by The National Commission on Excellence in Education, April 1983Cognitive Rigor & DOK Focus Area, Dr. Karin HessResourcesThe Grading Conference - an annual, online conference exploring Alternative Grading in Higher Education & K-12.Some great resources to educate yourself about Alternative Grading:The Grading for Growth BlogThe Grading ConferenceThe Intentional Academia BlogRecommended Books on Alternative Grading (Please note - any books linked here are likely Amazon Associates links. Purchasing through them helps support the show. Thanks for your support!):Grading for Growth, by Robert Talbert and David Clark

Over the years, I've had many magnificent facilitators in the podcast chair who identify as trainers, and many talented trainers who identify as facilitators. Where does the line blur? Is there a line? Dare I ask, should there be?We settle it once and for all in this special LinkedIn Live conversation with my NDB Course Faculty! We discuss why Facilitation and Training exist on a spectrum with fluctuating frequencies of knowledge sharing, leadership, emergence and ownership - ultimately both trying to achieve change from differing angles.Join us for a purist vs freethinker exploration, as we navigate assumptions, challenge definitions, and colour in the Facilitator-Trainer spectrum.Find out about:The key differences between the role of the Facilitation and TrainingWhy it's important to consider linguistic distinctions and nuances when defining terms such as Facilitator and TrainerWhy facilitators leverage the knowledge in the room, and trainers bridge gaps of knowledge in the roomThe role of emergence in training and how to design workshops that make space for itClient expectations: why it's vital to educate clients on the difference between the two rolesWhere leadership exists in the spectrum of training and facilitationDon't miss the next episode: subscribe to the show with your favourite podcast player.And download the free 1-page summary, so you can always have the key points of this episode to hand.Links:Watch the video recording of this episode on YouTube.Support the Show.**Click here to navigate through all episodes via this interactive podcast map.**If you're inspired by our podcast and crave similar conversations, consider joining Dr Myriam Hadnes' NeverDoneBefore Facilitation Community. **If you're keen to master the art of facilitation, discover our expert-led live, online Facilitation Courses at the NDB Academy. **If you enjoy the show, consider a one-off donation and contribute to the ongoing costs of running the podcast.

Many educators have transitioned from public and private sectors, challenging the standard approach to student learning and outcomes. They have embraced a different path, one that is not confined by traditional measures. This episode explores the topic of "Measure What Matters Most, Determining Learner Outcomes," as discussed at the VelaCon conference. Join us as we delve into a three-tiered approach to measuring success in micro school settings, alternative learning environments, and non-traditional teaching methods. Discover how student outcomes impact not just students, but families and educational leaders at a transformational level. I'll share my insights as a panelist, so you can Learn about our varied approaches to assessing learner outcomes and how we ensure that student learning meets the needs of the learners and families we serve. Microschool Masterminds.  teachersletyourlightshine.com/masterminds We also invite you to join your new FAVORITE online community full of resources, templates, videos, LIVE Q and A, Group Coaching and New Monthly Content Centered around your Educational Entrepreneurship Needs! Microschool Masterminds, designed to help you start or grow your micro school by maximizing your time, optimizing your finances, and mastering your marketing. Whether you are a seasoned microschool owner or a teacher with a dream, Microschool Masterminds provides a dedicated space to share resources, collaborate with fellow educators, and access expert guidance. Join us as we embark on this journey together. Your dreams are about to take flight. No more fears, no more hesitations. Microschool Masterminds is here to fuel your journey. It's your time. Your destiny awaits. Let's soar together into a future of limitless possibilities. VELA Organization: https://vela.org/ Join our Mastermind Program! www.teachersletyourlightshine.com/masterminds Launch and Scale Your Microschool or Homeschool Hybrid by Maximizing Your Time, Optimizing Your Finances and Mastering Your Marketing! With our program, you'll confidently navigate the journey of starting or growing your educational venture, equipped with the tools and support needed to achieve lasting success! www.teachersletyourlightshine.com/masterminds Join Our Facebook Group for  a supportive community and the “best place on the corner of the internet” https://www.facebook.com/groups/teacherletyourlightshine Book a Clarity Coaching Session: www.teachersletyourlightshine.com/coaching Get started on your dream school right now! Get all the documents you need to jumpstart, market and enroll students! www.teachersletyourlightshine.com/shop  We have step-by-step instructions to help you write powerful marketing brochures, enrollment forms, introductory packets, and so much more! You'll also find easy-to-use templates made to simplify your creation process, as well as beautiful real-life examples used by my micro-school, Lighthouse Learning, to give you creative inspiration when designing your very own forms.  You will be able to seal the deal with peace and clarity when you hand deliver your new handbook and contract.  Tune in to today's episode to find out more and head over to our shop to purchase your documents at teachersletyourlightshine.com/shop

In different organizations, sometimes learning is a punishment. If people don't do the right thing or there's a safety issue or a compliance issue, we send people to training. The other end of that spectrum is it's a reward for people. So, your top performers, key talent. So how do we  find somewhere in the middle? We're Only Human -- Episode 179In this episode of We're Only Human, host Ben Eubanks talks with learning executive and neuroscience enthusiast Hannah Conkey. The interview discusses the importance of redefining the role of learning in organizations, emphasizing the need to move away from a punitive training approach to a more holistic and motivational perspective. It touches on key concepts such as:the use of neuroscience in learning, creating a safe learning environment, and the significance of equipping individuals with tools for self-awareness and self-regulation.Connect with Hannah on LinkedInSee the show archives and sign up for episode updates

In this episode of the Crisis in Education Podcast, Dr. Paulie sits down with behavior analyst and professor Dr. Guy Bruce, Ed. D, BCBA-D, from Appealing Solutions, LLC, to dig into the pressing issues facing educational institutions today. Dr. Bruce shares insights from his extensive experience in Organizational Performance Engineering, emphasizing pragmatic approaches to transforming educational environments to ensure every learner makes efficient progress.Tune in now and learn how to implement effective leadership and performance engineering in education!

Extended reality (XR) experiences hold the potential to transform the way we learn, work, and collaborate. Specifically, it can make educational experiences more interactive, engaging and ultimately drive higher learning outcomes. In this episode, we feature Jan Plass, who discusses the affordances of XR technology, provides examples of XR learning experiences and shares his expectations for its impact on the education landscape. Jan Plass is a Professor at New York University, Paulette Goddard Chair, and Director of CREATE. Learn more about Jan Plass: CREATE Lab Looking Inside Cells On the Morning You Wake Verizon AR/VR Learning Apps (i.e. Visceral Science, Mapper's Delight, UNSUNG, Looking Inside Cells etc.) NN/g ARTICLES & TRAINING COURSES Augmented/Virtual Reality vs. Computer Screens 10 Usability Heuristics Applied to Virtual Reality Virtual Reality and User Experience Emerging Patterns in Interface Design ⁠ (full-day/2 half-day UXC course) The Design of Everyday Things CHAPTERS: 0:00-3:13 - Intro 3:13-5:35 - What is XR? 5:35-8:54 - XR as a Learning Opportunity 8:54-12:19 - Examples of XR for learning 12:19-15:30 - Evidence of Learning with VR Technology 15:30-18.51 - Can VR features Induce Emotions and Result in Better Learning Outcomes? 18:51-23.45 - Comparing UX in 2D and 3D spaces? 23:45-27:41 - Accessibility and Inclusivity in XR 27:41 - XR Development: The Role of Affordances

In this video, Shana discusses the pros and cons of having a course vs. a membership as a front-end offer on your value ladder. Watch and decide, if a course or online membership is better for your front-end offer? Enjoy! ---