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Episode 189, Saturday April 20 at 6 pm Eastern
Special Issue; Special Show: Exploring Higher Education Futures at the Intersection of Hope, Justice, and EdTech
Session Abstract:
In Episode #189 of Silver Lining for Learning, we will explore a special issue of the International Journal of Educational Technology in Higher Education. Edited by a team of experts in the US, Canada, UK, and Australia our guests ponder higher education futures at the intersection of hope, justice, and educational technology. Join us in this thought-intensive session and help us imagine bright and hopeful futures of higher education.
Dr. George Veletsianos (Γιώργος Βελετσιάνος) is a Cypriot-Canadian academic, born and raised on the divided island of Cyprus. He now lives and works on the lands of the Dakhóta Oyáte (Dakota People), in Mni Sota Makoce (Minnesota), where he is Professor in the Learning Technologies program at the College of Education and Human Development at the University of Minnesota-Twin Cities. He holds the Bonnie Westby Huebner Chair in Education and Technology, and prior to his current position he held the Canada Research Chair in Innovative Learning and Technology (2013-2023) and the Commonwealth of Learning Chair in Flexible Education (2019-2022). He is a former Fulbright scholar, a D’Arcy McGee Beacon fellow, a BCcampus Open Education and Advocacy fellow, and an early-career fellow of the EU Network of Excellence in Technology Enhanced Learning.
Dr. Veletsianos has been designing, developing, and evaluating digital learning environments for nearly 20 years. His research agenda is focused on addressing complex problems related to education and society, such as inequitable access and harassment that academics and knowledge workers are subjected to when they share their scholarship online. Because possible solutions to these difficult problems cut across multiple disciplines, his research has embraced collaboration, interdisciplinarity, and methodological pluralism. His research agenda focuses on three strands: (1) design, development, and evaluation of online and blended learning environments , (2) the study of learning experiences and participation in emerging online environments, and (3) learning futures. In these contexts, he studies learners’ and faculty experiences with online learning, flexible education, networked scholarship, and emerging technologies and pedagogical practices. Dr. Veletsianos wrote and/or edited four books, and has individually and collaboratively published more than 100 peer-reviewed papers, book chapters, and reports. His latest book is Learning Online: The student experience (Johns Hopkins University Press, 2020). He is recognized as one of the most cited researchers in the fields of education, online learning, and instructional design and technology (Baas, Koyak, & Ioannides, 2021; Bodily, Leary, & West, 2019; Bozkurk et al., 2015; Ioannides, 2023; Ratnasari, Chou, & Huang, 2024), but is skeptical of metrics and concerned about their (mis)use. He has received funding from such organizations as the Canada Research Chairs Program, Canadian Institutes for Health Research, Social Sciences and Humanities Research Council, National Science Foundation, and the Commonwealth of Learning.
Dr. Camille Dickson-Deane is the Deputy Head of Research for the School of Professional Practice and Leadership at the University of Technology Sydney, Australia. She is a Fulbright and Organisation of American States (OAS) scholar with her research focusing on pedagogical usability, individual differences and contextualized online learning designs. She serves on two Q1 editorial boards Educational Technology Research and Development and Internet and Higher Education, along with serving as an advisor for the open science publishing project EdTechnica and an Associate Editor for Journal of Computing in Higher Education. She is also an Australian representative on the EDUCAUSE Horizon Report panel of experts having served since 2021.
Sakinah Alhadad is an educator and researcher working at the intersection of psychology, learning sciences, and education. The broad goal of my translational research and educational practice work is underpinned by equity and social justice. My research lives at the intersection of psychology, education, the learning sciences, and digital design-based methods. I am adept at interdisciplinary research methods, adopting quantitative and qualitative methodologies as appropriate per project. I have a particular interest in critical methodologies. In working towards justice-oriented higher education, I focus on the minoritised and the racialised, from an intersectional perspective. My overarching research interest is in how knowledge may be constructed, evaluated, integrated, and valued for a diverse, justice-oriented future. This program of research honours and centers conceptual and methodological tools that treat education inequity as a social and historical problem. I am concerned with understanding the social, cultural, cognitive, and emotional dimensions of human learning as they contribute to educational wellbeing, equity, and justice. To this end, I study the processes that people engage in within settings that cultivate transformative learning, as situated in pedagogical mediation, and in epistemic thinking and feeling (or epistemic cognition and emotion). Methodologically, I am interested in what forms of inquiry, language, and environments can most generatively, authentically, and respectfully illuminate issues relevant for educational justice in learning and teaching. Thus, I am interested in how we can engage in educational research that researches with rather than on people. Hence, I prioritise collaborative approaches to research and design, partnering with teachers, students, and stakeholders to study the conditions that foster educational wellbeing, equity, change, and justice. Teaching: I prioritise the pedagogy of care, equity, and justice to foster culturally-inclusive epistemic fluency. As I subscribe to philosophies of teaching that focus on educating the whole person (à la Paolo Freire; bell hooks), I consistently apply evidence-based, learner-centered, digitally-enabled pedagogical strategies with educational dignity and liberation for diverse students at the heart of my practice. I design, develop, facilitate, and evaluate innovative curricula and teaching approaches with the aim of enhancing learning wellbeing, student retention, and success, whilst fostering knowledge and capabilities for the changing world of work as entangled with societal and environmental challenges. I work to optimise student learning such that students are equipped to meaningfully contribute to (and be in!) society as efficacious, purposeful, empowered, metacognitive lifelong learners and civic citizens. My teaching expertise is extensive and deep (across the spectrum of undergraduate-postgraduate-professional learners; and all teaching modes: blended, online, hybrid), spanning from large first year courses in psychological science and education, to specialist undergraduate and postgraduate level courses, to that of academic development in University L&T.
Jen Ross is a Senior Lecturer in Digital Education, co-director of the Centre for Research in Digital Education, and Education Futures fellow at the Edinburgh Futures Institute, where I am programme director for the MSc in Education Futures. I research, teach, and publish on online and open education, digital cultural heritage engagement, and digital cultures and futures. I'm one of the team behind the Manifesto for Teaching Online and the E-learning and Digital Cultures MOOC. I co-ordinate the Digital Cultural Heritage cluster in the Centre for Data, Culture and Society, and lead the Digital Cultural Heritage Research Network.
Shandell Houlden is an interdisciplinary cultural theorist, writer and communication specialist. Her work uses feminist, creative and anti-colonial methods to examine topics in internet and media studies as well as education technology. With an expertise in social and environmental justice, she publishes across disciplines, including in education, health communication, and media studies, and teaches using flexible and open design to facilitate equitable access to learning. Houlden is also a postdoctoral researcher at Royal Roads. Her work focuses on COVID-19 misinformation and health communication strategies, as well as education futures in a post-COVID-19 and climate emergency world. She is a volunteer member with the Sooke Climate Action Committee as well as a volunteer with local nature connection communities that work with both youth and adults, which inform her practices as an educator.
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Part 2 of the conversation on the US National Educational Technology Plan 2024 delves into the future of educational technology. In particular, our discourse on the US National Educational Technology Plan 2024 will delve into the exciting realm of emerging learning technologies (e.g., AI, immersive learning, microlearning, etc.) and innovative pedagogies and their pivotal role in shaping the future of education, not only here in the United States but throughout the world community. In this follow-up discussion, we will be joined by Greg Bagby who is currently the Coordinator of Instructional Technology for the Hamilton County Schools in Chattanooga, Tennessee as well as Dr. Beth Holland who is a Partner at The Learning Accelerator (TLA) both of whom helped write the plan. One area we will likely focus on with Beth and Greg will be the importance of closing the digital access, design, and use divides in education. As mentioned last week, the 2024 plan highlights the role of educators in promoting active student engagement through Universal Design for Learning principles and the need for state, school, and other local leaders to develop new visions and innovative initiatives for digital learning. By examining systemic solutions and plans to various inequities and showcasing innovative examples from schools and districts, the plan sets a path for leveraging technology to enhance teaching and learning experiences for all students. From personalized adaptive learning systems to immersive virtual environments, in Episode #188 of Silver Lining for Learning (SLL), we hope to examine how these learning technologies hold the promise of fostering deeper learner and learner-learner engagement while enhancing resource accessibility and cultivating critical 21st-century skills among learners.
Dr. Beth Holland is a Partner at The Learning Accelerator (TLA), where she leads the organization's research and measurement initiatives. She has over 25 years of experience working as an educator and researcher examining challenges of equity, technology, and leadership within K-12 public school systems. Prior to joining TLA, she led the Digital Equity and Rural initiatives for the Consortium of School Networking (CoSN) and completed a postdoctoral research fellowship at the University of Rhode Island. She has also worked as a teacher, administrator, and professional learning developer. Beth earned her doctorate (Ed.D.) from Johns Hopkins University, Master's (Ed.M.) from the Harvard Graduate School of Education, and bachelor’s degree from Northwestern University.
Listed as one of EdTech Magazine’s K-12 IT influencers for 2020, Greg Bagby is currently the Coordinator of Instructional Technology for the Hamilton County Schools in Chattanooga, Tennessee. In this position, Greg works with 1:1 schools, assisting them in integrating technology into their curriculum. Before this position, Greg was a principal, band director, computer teacher, and technology integration specialist. He presents in his home state and nationally on technology integration, tech tools and artificial intelligence. He is one of the co-founders of EdCampGigCity and the host of the Books with Bagby Podcast. Most recently, Greg was a part of the Technical Working Group for the National Educational Technology Plan and led a panel discussion for its release at the White House.
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Saknas det avsnitt?
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Need a comprehensive framework for addressing various ways to access, design, and use of technology in education, you are in luck since the 2024 National Education Technology Plan can be accessed and downloaded for free. You can learn about utilizing principles of University Design for Learning to foster active and engaging learning for all. Learn how you might be able to close the digital divide. You can also learn how to build evidence and capacity among educators to enhance their instructional practices, competencies, and general design approaches and implementations. One might also learn how to integrate digital health and wellness tools and practices, thereby fostering the learner safety and ethical practices. This includes student data privacy and other issues mandated by government policies and regulations. Finally, educators might discover how they can efficiently locate, access, and use innovative professional learning resources to improve their pedagogical skills and competencies related to educational technology.
Some questions that the report fosters include:
Are there ways that schools can effectively form partnerships with families and caregivers to ensure that students have the sufficient support to maintain their wellness, digital health, and learning related energy and active inquiry?
What are some of the strategies to empower educators in collecting stories as well as data. What is some other evidence of the utility, effectiveness, and results of educational technology?
How can various departments of education across the 50 states of the USA help support school districts and schools to improve their educational technology decision making and training.
Describe some of the ways that the Educational Technology Evidence Toolkit can better inform technology-related decision making and instructional practices among educational leaders in different educational sectors?
Are there proven ways for schools to address digital divides issues and attitudes and attempt to enhance access learning across students and provide more equitable opportunities for all learners?Press Release (January 22, 2024): New Report: https://www.ed.gov/news/press-releases/us-department-education-releases-2024-national-educational-technology-plan
Team: https://tech.ed.gov/team/
Zac Chase: Digital Equity Impact Fellow
Zac Chase serves as Digital Equity Impact Fellow within the Department of Education’s Office of Educational Technology. In his third decade in public education, Zac is leading OET’s development of the new National Education Technology Plan. Zac is returning to OET where he previously led the development of the 2016 NETP, represented ED on President Obama’s Broadband Opportunity Council. and led efforts to improve technology preparedness for novice teachers. Zac has worked nationally and internationally with schools and school systems on designing equitable and accessible learning experiences. Most recently he worked at St. Vrain Valley School District where he undertook the development of the district’s first open-licensed, freely-available curriculum for 6-12 English language arts.Susan M. Bearden, CETL is the CEO of Bearden Education Technology Consulting, supporting district leaders, edtech vendors, and non-profit organizations. She co-authored the 2024 update to the U.S. Department of Education’s National Educational Technology Plan. For nearly 3 years, she was the Director of Digital Programs for InnovateEDU, where she led Project Unicorn, a collaboration of 18 organizations seeking to support and promote data interoperability in K12 education. A former teacher and K12 technology leader, she previously served as the Chief Innovation Officer for CoSN and as a Senior Fellow at the U.S. Department of Education, Office of Education Technology. The author of “Digital Citizenship: A Community-Based Approach” is passionate about facilitating best practices in education technology to support innovative teaching and learning.
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Celebrating 4 years of SLL Part II with guests Shirley Eadie, Khendum Gyabak & Aakash Sethi
In this episode we celebrate 4 years of Silver Lining for Learning and we are joined by some of our previous guests to catch up with them and to just have a good self-congratulatory time. More about about our guests below the video.
Shirley Eadie
Shirley Eadie is the founder of Whole Human Studios, a future skills education consulting company that works with organisations and governments interested in equipping children with the skills they need to thrive in the fast-changing world of work and life. Shirley is a technical advisor to the South African Education Ministry on their future skills strategy. Together with the Ministry, she led the development of the South African Competency Framework, adopted as the national skills framework for k-12. Shirley has an M.Ed in International Education Policy from Harvard University. Her career has focused on education innovation and research.
Previously, Shirley founded and led the Edhub, an education innovation unit at the National Education Collaboration Trust (NECT). Prior to her work in education, she was founder and CEO of Pondering Panda – Africa’s first quantitative mobile research company, and was Business and Research Director of Instant Grass International, ethnographic youth research agency.She had joined us previously for Episode 156: Preparing Children in Africa for a Fast-Changing World
Khendum Gyabak
Khendum has a background which intersects Design, Technology and Education. She has a Masters’ in Education Technology from the University of Texas at El Paso, and a Ph.D. in Information Systems Technology from Indiana University Bloomington. She has a grounded understanding of theories of learning, developing online education, innovating hybrid, and face-to-face instructional programs, and collaborating on curriculum design with educators and community leaders in a variety of teaching and learning contexts, at both the international and national level. Khendum is a Roster Member for the Fulbright Specialist Program until 2023.
Khendum’s knowledge and professional experience positions her to scope out the nuances existing in any system of human development. She is adept at facilitating curriculum mapping workshops, leading the design and evaluation of graduate and undergraduate academic programs. She has a long history of facilitating faculty learning in higher education, and has also designed and facilitated workshops, academies and talks for K-12 teachers, health care workers and community stakeholders in the U.S, Bhutan, Nepal and Papua New Guinea.
She had previously been on Episode 74 | The Push for Equitable Learning in Inequitable Learning Spaces: Taking a Journey to Bhutan, Papua New Guinea, and Nepal
Aakash Sethi
Aakash is empowering unemployable youth to navigate the future of work & learning in India by mastering 21st century skills through self-learning. He is integrating the culture, tools and practise of self-learning in the Indian education and vocational training system and transitioning teachers as champions of 21st century skills. By doing so, institutions and teachers are enabling young people to experience purpose and autonomy and take charge of their own learning and career pathways.
Prior to starting the QUEST Alliance, Aakash worked with Microsoft's regional office in Istanbul covering Middle East and Africa. He was in the Regional Community Affairs & Citizenship team that developed a 3-year regional plan for digital inclusion programs with a strong focus on IT Skills development for employment. He was the Country Director of the International Youth Foundation and helped set up the Quest Alliance in partnership with USAID in India. He was an active member of AIESEC, the world’s largest youth organization that helps young people gain vital leadership & cross cultural experiences, for over 4 years where he held various local, national and global leadership positions. He has worked extensively on training & facilitating youth leadership programs in over 10 countries.
He is passionate about exploring the role of business in poverty alleviation and the role of networks in taking collective action through a multi-stakeholder approach. He is an Ashoka fellow & Asia 21 leader and on the board of Children's Movement of Civic Awareness (CMCA). He has a graduate degree in Economics from St. Xavier's College, Ahmedabad.
He had previously been on Episode 43 | Designing for learners to take charge: Kiran Sethi and Aakash Sethi
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In this episode we celebrate 4 years of Silver Lining for Learning and we are joined by some of our previous guests to catch up with them and to just have a good self-congratulatory time. More about about our guests below the video
Pasi Sahlberg is Finnish educator, teacher, and author. He has worked as a schoolteacher, teacher-educator, academic, and policymaker in Finland, and he has advised schools and education system leaders around the world. He served as a senior education specialist at the World Bank (Washington, DC), lead education specialist at the European Training Foundation (Torino, Italy), director general at the Finland’s Ministry of Education and Culture (CIMO), and visiting professor of Practice at Harvard University. He is a recipient of several awards for his lifelong service in education, including the 2012 Education Award (Finland), the 2014 Robert Owen Award (Scotland), the 2016 Lego Prize (Denmark), Rockefeller Foundation's Bellagio Resident Fellowship in 2017, and Dr Paul Brock Memorial Medal in 2021. In 2013 his book “Finnish Lessons: What Can the World Learn from Educational Change in Finland” won the Grawemeyer Award (U.S.) for an idea that has potential to change the world. His most recent books include "Let the Children Play: How more play will save our schools and help children thrive" (2019, with William Doyle), "Finnish Lessons 3.0: What Can the World Learn from Educational Change in Finland” (2021), and "In Teachers We Trust: The Finnish way to world-class schools" (2021, with Tim Walker). He is currently Professor of Educational Leadership at the University of Melbourne, Australia. Pasi lives in South Melbourne with his wife and two sons.
Pasi joined us previously for Episode 63 | Let children play
Ariadne Trapote: Born and raised in Mexico City, after completing a BA in Actuarial Science at ITAM, Ariadna worked almost 6 years for BBVA Bancomer where she was portfolio manager for equity markets. Ari also holds a Diploma in Econometrics (ITAM, Mexico) and a Masters in Pensions (U. Alcalá, Spain).
In 2013 Ari moved to Cambridge, MA with her family (spouse, two children and dog) to study a Masters in Finance at Harvard University. While studying in Harvard, she devised her book lending concept. One of her favorite activities was to take her children to the Cambridge Public Library so, when it was time to come back to Mexico, she didn’t want her kids to lose the habits of reading together every night and practicing the English language. Public libraries were far from her house (almost two hours each way), and printed books were expensive to buy, with limited options of books in English. So Ari created Little Bookmates: a way to have access to hundreds of different books, at your doorstep, at affordable prices. This way, her children still ask to spend time together reading books every night while learning about different topics through a world of books.
Ariadne joined us for episode 157, back in July 2023 in an episode titled: The Little Bookmates Smart Library as a Literacy Initiative
Dr. Lin Lin Lipsmeyer is Professor and Department Chair of Teaching and Learning in the SMU’s Simmons School of Education & Human Development. Prior to coming to SMU, Lin was Professor of Learning Technologies and Director of the Texas Center for Educational Technology at the University of North Texas. Lin received her doctorate in Instructional Technology and Media from Teachers College Columbia University.
Dr. Lin Lipsmeyer has conducted interdisciplinary research in learning sciences, cognition, and innovative technologies. Her research has resulted in over 110 scholarly publications including journal articles, books, and book chapters. In addition, she has been PI, Co-PI, or researcher on numerous NSF and foundation grants bridging learning sciences, artificial intelligence, and STEAM learning. Lin also serves as the Development Editor-in-Chief of one of the top journals in education and educational research, the Educational Technology Research and Development (ETR&D, https://www.springer.com/journal/11423).
Lin Lin Lipsmeyer joined us back in September 2022 for a special hosts reflect episode
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This episode takes you on a journey through the innovative minds of Prakash Nair,AIA and Dr.Parul Minhas from Education Design International (EDI). Their pioneering work, which merges insights from architecture, neuroscience, psychology, and technology, has set new benchmarks in creating learning environments that foster student well-being, engagement, and achievement. Delve into their transformative design principles by exploring their portfolio of international projects, and learn how these spaces are tailored to meet the dynamic needs of 21st-century education. Their research-backed approach is detailed in their publications, including A New Language of School Design, which offers evidence-based strategies for enhancing student outcomes. Join us as we uncover how EDI's designs embody the future of learning, preparing students to thrive in an ever-changing world.
About our guests
Prakash Nair, AIA: As the Founding President & CEO of EDI, Prakash is a futurist and visionary architect recognized globally for his contributions to school design. His work, which spans 58 countries, has garnered numerous international awards. Prakash's publications, including "Blueprint for Tomorrow: Redesigning Schools for Student-Centered Learning," highlight his commitment to rethinking educational spaces to support modern pedagogies.
Dr. Parul Minhas: As EDI's Director of Research & Digital Innovation, Parul's groundbreaking research in learning environments, neuroarchitecture, and biophilic design showcases her commitment to creating spaces that enhance student health and well-being. Her collaborative efforts with Prakash Nair have led to influential studies and tools that assist in the design of educational excellence.
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Host reflect
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Arizona State University has been a leader in the higher education space for decades, with its emphasis on innovation, its massive presence in online learning and more. More recently ASU made the news as being the first university to partner with OpenAI (the creators of ChatGPT). In this conversation with Lev Gonick, Chief Information Officer and Elizabeth Reilley, Executive Director AI Acceleration we explore the impact of AI on higher education, what ASU’s plans are in the generative AI space, and what more news we can look forward to in the near future.
Guests: Lev Gonick, Chief Information Officer and Elizabeth Reilley, Executive Director AI Acceleration at ASU join us for a conversation on the role of generative AI in higher Education, ASU’s initiative in this space and more.
About our guests
Lev Gonick is an educator, technologist, and smart city architect. He has been teaching, working, and living on the Net for more than 25 years.
He currently is Enterprise Chief Information Officer at Arizona State University. Enterprise Technology at ASU leads the design and agile management of all enterprise infrastructure, applications, products, services and analytics. Lev also chairs the Sun Corridor Network, Arizona's Research and Education Network. In 2023, Lev has been recognized by the ORBIE Awards as Arizona’s top large Enterprise CIO. In 2022, EdScoop named him as a Top 50 Educational Technology influencers and leaders. Before joining ASU in 2017, Lev Gonick was co-founder and CEO of DigitalC, the award-winning non-profit organization enabling and celebrating innovation, collaboration, and productivity through next generation broadband networks, big open data solutions, and IoT for public benefit
https://tech.asu.edu/about/meet-the-uto/lev-gonick
https://www.linkedin.com/in/levgonick/
Elizabeth Reilley
Dr. Elizabeth Reilley is the Executive Director, AI Acceleration, with Enterprise Technology at Arizona State University. Previously at ASU, she worked in the area of Data and Analysis also within Enterprise Technology. Elizabeth has 15 years of experience in higher education working in Academic Affairs, Information Technology, and Strategy and Policy. She has a PhD in Educational Research, Measurement and Evaluation and an MBA from the University of North Carolina at Greensboro and a BA in Philosophy and Community and Justice Studies from Guilford College.
https://search.asu.edu/profile/3742704
https://www.linkedin.com/in/elizabethreilley/
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We have been following initiatives that empower students to go beyond their traditional schools and classrooms, beyond their traditional pedagogies, and their traditional learning partners. We featured an initiative of Digital Promise that involved students in the United States in Episode 177 and an initiative of YEE Education that focuses on helping students develop creativity and entrepreneurial thinking in Chongqing and Beijing, China in Episode 179.
For next episode, Episode 181, we will feature students and teachers from South Australia. The teachers and students have taken part in the Human Interdependence Project (HIP), which aims to help students develop global competency, empathy, creativity, and entrepreneurial thinking. Joining us will be teachers Michael Jacobsen and Samuel Franzway as well as student Gabby from University Senior College in Adelaide.
Michael Jacobsen. Michael Jacobsen works at University Senior College (USC) in Adelaide, South Australia. USC is a Senior High School located on the University of Adelaide’s main CBD campus and teaches Economics and Business Innovation to students in Years 11 & 12 (final two years of high school) and they progress through USC’s academic and pastoral care programs while being immersed in the ‘university experience’ on campus. He has taught at the school since it commenced in 2002 and previously taught in Sydney (Australia) and London (United Kingdom). He spent 10 years as the Dean of USC’s International Program 2010-2020. He is currently the President of the Economic Teacher’s Society of South Australia. In addition to his teaching load, he is also has a role organising and facilitating the USC Yr11 & 12 Mentoring Program at USC. Michael’s passion is working with and mentoring his students, early career teachers and experienced colleagues. At this stage of his career his goals include being as helpful as he can to these groups of people and helping them flourish. He loves nothing more than time with his family and friends, surfing and playing guitar; and walking the family dog with his wife. In 2023 Michael and his USC colleague (Sam Franzway) were part of the YEE HIP Pilot in Adelaide with their Society & Culture and Business Innovation students – they are back in 2024 to ‘do it all again’!
Sam Franzway is an early-career teacher of English and Humanities at University Senior College (USC) in Adelaide, South Australia. Before Sam became a teacher, he worked in the Graduate and Student Academic Assistance units at Flinders University, and the University of South Australia. This experience, in addition to two Masters degrees and a PhD, has informed his passion for teaching English, Humanities, and research skills in the senior school environment. Sam is also a writer, comedian, and photographer. He publishes two podcasts: Why Teach? Australia and Just Going For A Drive. In Why Teach?, Sam interviews experienced teachers about why they became a teacher, their experiences in schools, and what advice they would give themselves when they first started out. Just Going For a Drive is a comedy podcast about Sam’s hobby of cars and driving. In 2023, Sam and his USC colleague (Michael Jacobsen) were part of the YEE HIP Pilot in Adelaide with their Society and Culture, and Business Innovation students – they are back in 2024 to ‘do it all again’!
Gabby Ireland. Hi, I’m Gabby, a University Senior College student. I am currently studying Business Innovation, Economics, English Literacy Studies, Philosophy and Legal Studies in year 12. I am very passionate about Economics and Business and last year (2023) I received the merit award for my HIP Business Innovation ideas. I have recently moved to Adelaide, from Queensland, after joining USC in year 11. My passions outside of school include horse riding, playing video games and hanging out with friends and family. I am very excited to continue my Business ideas in 2024 and enjoy year 12.
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Can Technology Transform Education in Southeast Asia, with guests Manos Antoninis, Mary Burns & John Arnold S. Siena
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Transforming education is never easy but transformation is necessary. How to personalize education for every student? How to engage students in identifying and solving problems worth solving? How to connect students across school and cultural boundaries so they can learn from, with, and for each other in the globalized world? These are challenging but meaningful tasks for all school leaders and teachers.
Over the past five years, some Chinese schools have embarked on the journey to make significant changes to engage students in a new type of learning. This is especially difficult in a country where testing is considered a high priority for parents, teachers, and school leaders and test scores really matter for all involved. In this episode, we have invited four students from two cities in China--the capital city of Beijing and Chongqing in Southwest China--to share with us their experiences with a new education paradigm: the Innovation, Creativity, and Entrepreneurship Education or ICEE. Together with them are two adults who have helped leading the experiments. The students are from Beijing Academy, a relative new school in Beijing and Chongqing #8 Secondary School, a school of a long history. The experiments have been supported by YEE Education in Beijing.
Bo Hu, vice director of the Academic Affairs Office at Chongqing No.8 Secondary School, is one of the coordinators for ICEE at No.8. With 11 years of experience in teaching English in China, Bo strives to create a dynamic and engaging learning environment to unlock students’ potential. Currently, Bo is pursuing a doctoral degree in education.
Gao Mengchan graduated from Beijing Normal University in 2016. At the same year, she started her teaching career in Beijing Academy. Having been an English teacher for almost eight years, Gao gained a new identity in August, 2023 as one member of YEE- GLocal program. It has been a brand new experience for both Gao and her students as they are exploring and practicing the key ideas of “innovation, creativity and entrepreneurship education”. In today’s conversation, Gao will introduce what their students have been doing in GLocal and what she has learned from a teacher’s perspective.
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Episode 178 Saturday January 27 at 11:00 am Eastern, The Rwanda Wildlife Film-making Course: Documenting Mountains of Gorillas
In 2007, David McGowan from Chicago was in Uganda filming a documentary about Envirovet, an organization that brings veterinary medicine to wildlife health. A Ugandan veterinarian shared with him a story about the death of silverback gorilla and the subsequent mourning rites exhibited by the other gorillas. It was a behavior not seen before among the other veterinarians nor recorded in the literature of gorilla behavior. The veterinarian told McGowan that if he had had a film camera and knew how to use it, the incident he witnessed would have been international news and an incredible find for science.
McGowan understood that this was one of the missing pieces in the global effort of wildlife management. It is critically important that the people who work closest with wildlife; rangers, trackers, and guides, should have access to the knowledge and equipment of filmmaking.
McGowan met Greg Bakunzi through mutual friends at Gorilla Doctors based in Musanze, Rwanda. Bakunzi offered his eco-tourism compound, Red Rocks, as a location to teach the first class in 2022. Bakunzi shares McGowan’s passion for conservation and also looks to conservation as a way to help the surrounding communities supplement their farming incomes. He invited McGowan to conduct the wildlife filmmaking course at the Red Rocks compound in Musanze, Rwanda.
The first class, August 2022, was a stellar success. Ten students attended ten 4-hour sessions and produced two films: One Health Rwanda and Birding in Rwanda. The next class, September 2023, attracted 12 new students. Students from the 2022 class helped McGowan teach the new class. The 2023 class is working on two films, Virindyana, Traditional Healer and Planet Birdsong. One of the advanced students, Roger Irakoze, has used his new skills to produce, for pay, a film for a local business.
David McGowan is an Academy Award nominated filmmaker who has dedicated the last 30 years of his career to conservation and environmental films. His clients include government agencies; US Fish & Wildlife Service, National Park Service, USDA Forest Service and many state agencies, also included are non-governmental organizations; The Nature Conservancy, Bat Conservation International, Envirovet, among others. McGowan began his filmmaking career in 1979 as a grip on “The Blues Brother” feature film. Throughout the 1980s, he worked as a grip, camera assistant, sound recordist, and editor. The variety of filmmaking roles provided the requisite skills required for documentary production. McGowan began his own production company, Ravenswood Media, in 1989. McGowan has enjoyed a career full of adventure and curiosity. He has filmed mountain gorillas, stood at the foot of Angel Falls, dragged cameras/lights miles into caves, and climbed Devils Tower. However, the best part of his job is advancing the goals of conservation and imagining a new, nurturing relationship between humans and the environment.
Greg Bakunzi has gained experience working as a Rwandan tour organizer and guide for various international tour operators. His professionalism and reliability, along with his exceptional understanding of the needs and desires of international visitors, have gained Greg much renown among clients and respect among the members of local communities. He is a co-founder and president of the Ruhengeri Community Eco-Tourism Association, a local association of people collaborating to enhance tourism development in Rwanda. He relies on a network of contacts in the area, all of whom are happy to take part in his project. As he notes, “With my experience, know-how and contacts, l am able to make your bespoke visitor experience memorable, while also benefiting the locals as much as possible. I work with an experienced and highly motivated local staff team responsible for client contacts, as well as tour development and facilitation. I achieved great honor and milestone when Red Rocks was awarded a certificate for being a TOP 100 mid-sized company for the year 2012/2013. The certificate was presented by Rwanda Development Board (RDB) Business Excellence Awards.”
He adds that his philanthropic efforts have also not gone unnoticed. He molded Red Rocks Rwanda to be community-based organizations, where the local community can gain from tourism activities, and in the process, have a sustainable income. Red Rocks brings under-served communities into the tourism supply chain and supports community development projects that help people help themselves through our initiatives (http://redrocksinitiative.org/).
In August 2015, Greg’s name was added to the A- Team for Wildlife ‘Wall of Fame’ for his contribution during their Giving Grid Fundraiser. A-Team is an organization that fights to save endangered species of animals. In 2015, on the occasion of the 36th edition of the International Tourism Fair of Madrid (FITUR), the United Nations World Tourism Organization (UNWTO), FITUR and Casa Africa jointly organized the 7th edition of the Tourism Investment and Business Forum for Africa (INVESTOUR) on 21 January 2016 in Madrid, Spain. He was invited as a panelist in the second roundtable and shared with the audience his experiences on the topic, Africa-The future is now. Greg has been recognized by several Rwanda based organizations for my efforts in promoting responsible tourism and community development agenda. In January 2019, at the International Tourism Trade Fair (FITUR) in Madrid, Spain, an event that was organized jointly by the United Nations World Tourism Organization (UNWTO), FITUR and Casa Africa, he was awarded in recognition for Red Rocks Initiatives for Sustainable Development activities to promote tourism, conservation, and community development in and around the Volcanoes National Park in northern Rwanda. Recently, he was appointed by African Tourism Board to be in their steering committee representing the interest of African members on the platform.
Wonjung Bae is a non-fiction storyteller/documentary filmmaker/news producer. Bae made her first film, Grand, Father and Me, at age sixteen and has won numerous awards for her work, including the 38th Student Academy Award, the 16th Annual Directors Guild of America Student Film Award, and the Kodak Cinematographers Scholarship, among others. Before joining Johns Hopkins, Bae was the Seoul Producer for BBC covering stories including the South-North Korean division on land and mind, Korean women’s emerging voice against sexual violence, and the unprecedented challenges of the Covid-19 pandemic for the last seven years. Her team’s investigation on the Gangnam sex scandal was a winner at the Asian Academy Creative Awards for Best Single News Story/Report of Korea, 2019. Before joining BBC, Bae led a production company specialized in international co-productions for character-driven social justice films. One of its features Dollar Heroes was shown at the European Parliament and the UN, and broadcasted through more than 70 public stations including BBC Panorama and Storyville as well as numerous international film festivals. The film was nominated for a 2019 Grierson Documentary Award for Best Documentary Series and won the 59th Monte-Carlo TV Festival Golden Nymph Awards for Best Documentary. Bae completed her MFA in Film and Video at Columbia College Chicago and her internship at PBS Frontline, WGBH Boston. Bae cut her teeth in Chicago as a documentary editor for Emmy Award-winning producer Tod Lending and Kartemquin Films. Born in Busan, South Korea, Bae studied political science at Korea University for her undergraduate degree and is an aspiring flutist.
Roger Irakoze lives in Musanze in the northern province of Rwanda. He is a passionate tour guide and a wildlife filmmaker who works at Red Rocks Culture Center, a place located in Musanze, Nkotsi village in the valley of the volcano's mountains. His daily work at Red Rocks is all about conservation of the mountain gorillas and the local community who live around the volcanoes national park through community-based tourism. As Roger notes, “Here at Red Rocks community comes first, whatever we do is to make sure that the community is benefiting from the tourism activities that take place at Red Rocks through different programs such as women guiding association by where the local women get engaged in tour guiding, also there is an art for conservation program where the women and the youth make different handcrafts and bring them to the art gallery to be sold and the money that have been paid for the crafts goes back to the owners of those crafts a hundred percent.”
Rwanda wildlife filmmaking is a program that was introduced in August 2022 in cooperation of red rocks initiatives and Ravenswood media a company based in Chicago in the USA. The mission of the project is to promote the conservation of wildlife, nature, and community through providing the trainings to the tour guides, rangers and other people who have relationship with conservation by teaching them the basic skills of filmmaking by where they can be able to deliver the message of conservation through short movies and videos that they have been taught to do. In this program Roger works as a film director and editor as he is one of the students who attended the first class, and the trainings are still taking place with new students who are committed to learn about wildlife filmmaking.
Roger Irakoze has a bachelor’s degree in travel and tourism management. In addition, he is a certified Kivu belt bird guide and have attended the 6 months training of inspiring managers program provided by African management institute in cooperation with Mastercard foundation. He has advanced skills in information technology where he received his international computer driving license (ICDL) certificate. The way he got to know red rocks was from an internship during the completion of his bachelor’s degree. After three months of internship, Red Rocks offered him a chance of working there as a volunteer in community tourism and nature conservation from 2019 until today. He points out that there are a lot of benefits of being a guide whereby he gets paid when conducting various tours with tourists. Roger adds that tour guiding is the best way of interacting with various people from different countries and through tour guiding as he gets the chance to promote the culture and the beauty of his country in general. It is also the best way to interact with nature and participate in the conservation of nature, wildlife, and community. He definitely enjoys it.
Final Note: For those who are inspired by this particular episode of Silver Lining for Learning and would like to help out, Ravenswood Media has created a filmmaking course for national park rangers, trackers and guides. Check out 'Rwandan Wildlife Filmmaking Course' on Indiegogo. Crowdfunding Website. https://igg.me/at/hNAnRwf02nA/x/3010600#/
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We have come to a time that students have been gradually recognized and accepted as purposeful, intentional, active, and capable individuals rather than simple recipients of instruction. Increasingly more schools and organizations have developed programs that advocate and promote student voice and research. In this episode, we highlight the work of the Center for Inclusive Innovation of Digital Promise.
The students speaking on the show were part of the League of Innovative Students (LOIS), a cohort of 30 high-school students from League of Innovative Schools member districts, representing a network of more than 150 forward-thinking school districts in 38 states. These students were invited to conduct research on top equity challenges for Digital Promise’s Challenge Map. Each one of them identified an education equity challenge that was prevalent in their respective school communities and conducted research to gather additional student perspectives about the challenge. They will share what they learned from their research, including the ideas they gathered from their student peers for how to address some of the most common challenges in education. They are:
Hailey Godin, San Ramon Valley Unified School District
Julia Aguas, San Ramon Valley Unified School District
Kaonna Hyacinthe, Richland School District 2
Nethra Dhamodaran, San Ramon Valley Unified School DistrictBriza Diaz of Digital Promise will accompany the students. Briza Diaz is an Education Researcher at Digital Promise’s Center for Inclusive Innovation, where she works on program evaluation and development. Her experience in different aspects of education has culminated in her current work to further education equity and stakeholder voice in education. One of Briza’s projects includes the Challenge Map, which was created to communicate shared challenges that districts across the country are addressing in order to surface promising solutions. The map aims to gather solution ideas to top education challenges from the perspectives of different members of school communities, including students, teachers, school and district leaders, parents/caregivers, and community members.
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Hosts reflect and look forward to the new year with Punya Mishra, Chris Dede, & Curt Bonk
Silver Lining for Learning is an ongoing conversation on the future of learning with educators and education leaders from across the globe. Hosted by Chris Dede, Curt Bonk, Punya Mishra & Yong Zhao, these conversations began under the “dark cloud” of the COVID19 crisis and continue today. We see these conversations as space to discuss the creation of equitable, humanistic and sustainable learning ecosystems that meet the needs of all learners. These conversations are hosted live on YouTube every Saturday and are archived on https://silverliningforlearning.org
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Hosts reflect: with Chris Dede, Curt Bonk & Punya Mishra
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Episode 174 Saturday November 11 at noon EST, Immersive Learning "Found in the Fjords" of Norway with guests Louise Edwards and Tiffany Duong.
In Episode #174 of Silver Lining for Learning, Louise Edwards (lead developer and 3D artist) and her teammate Tiffany Duong (writer) will take us on an adventure (or edventure) into the fjords of Norway not by plane, car, or boat but via immersive learning technology. Their work is literally changing the landscape of education to teach about ecological systems that are currently in the midst of extreme flux yet are vital to life on this planet. Learners can now leap into Arctic waters and experience firsthand how the orca of North America are adapting to a rapidly changing ocean and planet overall. Learn how juvenile orcas experience their first winter in Arctic fjords and navigate threats and opportunities such as those brought by the annual winter herring run. Attend this session and have your mind stretched, your emotions stirred, and life outlook forever altered.
Links and Resources:
Found in the Fjords website: http://foundinthefjords.org/
Found in the Fjords (1 minute teaser): https://www.youtube.com/watch?v=fJqcHWQV_ug
Virtual World Society Nextant Podcast: https://www.virtualworldsociety.org/virtual-world-society-podcast/episode/760b283d/episode-23-dr-louise-edwards
VR in Education podcast: https://cfrehlich.podbean.com/e/episode-97-vr-to-educate-people-about-the-earth/
Over Coffee podcast: https://blubrry.com/overcoffee/98201223/whale-culture-in-vr/Dr. Louise Edwards is an educational consultant and VR developer situated at the nexus of science education, exploration, and immersive technology. She has carved a unique career path that encompasses experimental research in Earth science, environmental consulting, education and training across K-12, post-secondary and corporate sectors, and VR design and development. She specializes in creating immersive and interactive experiences that help people develop a relationship with the Earth and the scientific literacy required to engage with the modern world.
Website: https://www.dredwardsvr.com
LinkedIn: https://www.linkedin.com/in/dr-louise-edwards/
Instagram: : https://www.instagram.com/dredwardsvr/Tiffany Duong is an explorer and expedition storyteller. She holds degrees from UCLA and the University of Pennsylvania Carey Law School. Inspired by an epic dive trip, she left corporate law to campaign for our planet. Now, she writes, speaks and leads from dense jungles to remote oceans to the changing Arctic. Through her varied work, Tiff gives voice to what's happening in the natural world to inspire meaningful action and lasting change. Follow her on Twitter/Instagram @tiffmakeswaves.
Specialties
Field/expedition reporting, science communication, storytelling, writing, campaign design, coalition building, and intersectional and environmental advocacy
Social Media Links
Website: http://www.tiffanyduong.com/
Facebook: https://www.facebook.com/tiffanyduong
Instagram: https://www.instagram.com/tiffmakeswaves/
Twitter: https://twitter.com/TiffMakesWaves
LinkedIn: https://www.linkedin.com/in/tiffanytvduong/ -
We are living in a world where tens of millions of people are being displaced or finding themselves as refugees each year. Such a world needs new educational and employment models and solutions. Enter NaTakallam, a WISE award recipient, which was initially designed as an Arabic-teaching service or platform during the Syrian refugee crisis. In essence, it was intended as a means to support those who were displaced while attempting to counter biases and negative media portrayals of such displaced individuals. Such refugees include artists, architects, teachers, small business owners, and information technologists, who need to earn a living in their new habitat as well as continue their education. Today, the mission of NaTakallam is much broader and global and is purposefully in line with the Sustainable Development Goals outlined by the United Nation. Notably, Natakallam (https://natakallam.com/about/) hires refugees and displaced people to teach languages, tutor, translate, and become involved in cultural exchanges. According to Aline Sara, the co-founder and CEO of NaTakallam, “Some 30% of the refugees we work with are trained teachers, but we also have engineers, journalists and architects.” She adds, “NaTakallam leverages the gig economy to connect them with language-based opportunities, taking them out of isolation.” As such, NaTakallam has evolved into a social enterprise for good that views its chief mission to find ways to provide employment and livelihood opportunities refugees and those from conflict-stricken parts of the world; unfortunately, that is an increasingly larger percent of the population with each passing year. As such, this episode of Silver Lining for Learning promises to be highly informative, eye opening, and emotion laden.
Aline Sara is the co-founder and CEO of NaTakallam, an award-winning social enterprise that hires refugees and displaced persons and their host community members as online tutors, teachers, and translators. With a background in journalism, Aline is working to disrupt the ways in which we typically think of humanitarian aid and leverage the digital economy to promote sustainable solutions to major crises such as forced migration. Under Aline Sara’s leadership, NaTakallam has distributed $1,700,000+ in self-earned income to conflict-affected populations by connecting them to 12,000+ learners and dozens of organizational clients, worldwide. Aline is a Cartier Women’s Initiative, Summit & Halcyon fellow and has been a speaker at numerous high-level events, including TechCrunch Berlin & several OECD, UN, and World Bank events. She was named ‘Woman Entrepreneur of the Year’ at the Elle Impact Awards, winner of the World Bank Youth Summit, and regional winner of the MIT Inclusive Innovation Challenge (Asia). She is a passionate advocate for women’s rights and intercultural exchange.
Some links
LinkedIn: https://www.linkedin.com/in/alinesara/.
NaTakallam: https://natakallam.com/
About: https://natakallam.com/about/
Article. WISE Profile: https://www.wise-qatar.org/biography/aline-sara/
NaTakallam: A Different Kind of Language Learning: https://www.wise-qatar.org/project/natakallam-connecting-refugees-and-language-learners-worldwide/
Video (2022; 7:15): Creating Digital Livelihoods for Refugees: Breaking the Wall to Integration. https://falling-walls.com/discover/videos/creating-digital-livelihoods-for-refugees-breaking-the-wall-to-integration/
Video (2022; 15:01): Connecting Refugee: Falling Walk Breakthrough Conversation with Aline Sara
https://falling-walls.com/discover/videos/connecting-refugees-falling-walls-breakthrough-conversation-with-aline-sara/ -
The Rapid Expansion and Impact of The Digital School (TDS) with Dr. Waleed Al-Ali, Secretary General, TDS; Dr. Fuzan Al-Khalidi, Strategy and Organizational Development Advisor, TDS; and Dr. Lesley Snowball, Educational Director, TDS
From the visionary perspective of H.E. Sheikh Mohammed Bin Rashid Al Maktoum, the transformation of digital education from a concept into a thriving reality has been nothing short of remarkable. Since its inception on November 11th, 2020, this initiative has been driven by unwavering dedication, with a resolute aim to reach one million students and beneficiaries by the year 2026. Today, our footprint spans eight countries, where we proudly extend the benefits of digital education to over 100,000 beneficiaries.
The strength of TDS lies in its diverse range of offerings, designed to bridge educational gaps in underserved communities. We work tirelessly at both the strategic and technical levels, collaborating with countries to facilitate the transformation of their education systems into digital paradigms. A key facet of our mission is empowering educators – we provide professional development teacher training, empowering them to attain certification as digital educators. Additionally, we engage in pilot programs in close partnership with each host country's ministry of education. These pilots allow us to gauge the feasibility of a full-fledged implementation, which stands as our ultimate long-term goal.
The core of our TDS model is its adaptability. We start by aligning with the national curriculum of the country where we operate, and then we methodically digitize it. Our education team crafts comprehensive lesson plans for various subjects, making these resources readily accessible through our Learning Management System. In summary, our approach to the digital school model is both unique and contextualized, tailored to the distinct needs of each country we serve. There is no one-size-fits-all solution here; our commitment lies in meeting the educational aspirations of diverse communities worldwide.
And last, but not least, the heart of The Digital School is in its educators – the facilitators and teachers who support the learning of TDS students. Many of our educators have no prior experience of using technology in the classroom. We have purposefully designed a sequence of professional development courses that orientate, guide and inspire them to be effective digital practitioners.
Readings and Resources: The Digital School progress and impact report https://thedigitalschool.org/
Episode Guests
Dr.Waleed Al-Ali is Secretary General at The Digital School.
Dr. Waleed Al Ali – is the Secretary General and board member for The Digital School Initiative, He also holds responsibilities in a number of leading initiatives in Dubai including senior advisor at Mohammed Bin Rashid Global Initiatives (MBRGI), the general coordinator for Madrasa.org e-learning initiative and the coordinator for Dubai Future Council for Humanitarian Aid. Dr.Waleed has extensive experience in the areas of strategic planning, educational strategies, digital transformation, and social & development innovation. Waleed has worked with leading private and public organizations in UAE including Dubai Holding, UAE Ministry of Cabinet Affairs, and Mohammed Bin Rashid’s Smart Learning Program. Dr.Waleed holds a PhD in Project and Innovation Management, Master’s degree in IT Management and Bachelor’s degree in Information Security.
Dr. Fuzan AlKhalidi is Education and Strategy Advisor at The Digital School.
Dr. Fuzan AlKhalidi is a seasoned education strategy advisor at the Digital School, part of the Mohammed Bin Rashid Global Initiatives. With over 18 years of experience, Dr. AlKhalidi has held various leadership roles in strategic planning, healthcare management, and the implementation of national education and healthcare projects. Dr. AlKhalidi is known for his visionary thinking and a strong track record of turning plans into successful outcomes. He holds a Doctor of Dental Medicine degree from Northwestern University and a Master of Science in Healthcare Management from the Royal College of Surgeons in Ireland.
Dr. Lesley Fern Snowball – Education Director - The Digital School
As the Education Director, Dr. Lesley Snowball directs and leads all aspects of The Digital School education strategy, including pedagogy, content and professional development for educators. With more than 30 years as an educator, Dr. Lesley’s educational passions and specific areas of expertise include students’ self-directed learning, curriculum design, multilingualism, inclusive education, and school improvement. Dr. Lesley has incorporated technologies into her classroom since volunteering to pilot a Sinclair ZX81 in the 1980s with her special needs students, and since 2010, has designed and taught online courses as Adjunct Professor of Education with George Mason University in Fairfax VA. She co-authored and published the Intemational Baccalaureate Primary Years Programme and published more than 100 education resources with Pearson Education and Paramount Publishing. Dr. Lesley has a Doctorate in teachers’ professional development, a Masters’ degree in curriculum design, and an Advanced Diploma in language learning, A passionate multiculturalist, she has lived and/or worked in more than 50 countries worldwide.
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Educational transformation is very difficult, if not impossible, to achieve because of the diversity of views on how schools should operate. Typically, when changes are about to happen, they are intended to apply to every student and teacher in the school. In other words, the change is for the entire school, which inevitably invites resistance. A school-within-a-school approach takes change in a different way. Instead of imposing the change on the entire school, it aims to create options for those students and teacher as well as parents who are interested in the change. The new school, which is part of the old school, can practice entirely different ways of organizing students, different pedagogical practices, and different scheduling and facility utilization. If the school becomes successful, more people may join and thus expands the innovation.
In this episode, we invite two people from Australia to share their stories of creating a school within a school. Belinda Provis is the principal of All Saints College in Perth, Western Australia and Esther Hill is Director at Djoowak: The Beyond Boundaries Institute of All Saints’ College. Together they have taken at least five years to create the The Studio School, which is part of All Saints College but practices a different paradigm of education.
Esther Wilkes Hill, Director of Teaching and Learning at All Saints’ College, Perth, has been one of the driving forces in establishing The Studio School (TSS), an Australian first model of personalised studio learning in Fremantle, WA. Focusing on the individual student and personalising pathways, TSS offers an alternative to mainstream schooling structures and systems through a studio model that sees students combining their studies with real-world projects and engagements. In addition, Esther has continued her leadership as director of the Beyond Boundaries Institute and its advisory group. Bringing together the creative and expert minds of Australia’s foremost educators and thought leaders in the advisory group brings value not only to All Saints’ College but to the wider education community.
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Hosts Reflect with Yong Zhao, Curt Bonk, Chris Dede & Punya Mishra
- Visa fler
