Silver Lining for Learning

Hosts reflect with Lydia Cao, Chris Dede, Punya Mishra, Yong Zhao & Curt Bonk Join the conversation at silverliningforlearning.org

In Episode #239 of Silver Lining for Learning, we will have a conversation with three people who a decade or two ago were at the cutting edge of mobile learning. Fast forward to 2025 and they are all doing just like us--reflecting on how the newest wave of learning technology, notably, generative AI, can have a positive (or negative) impact on lives around the planet. Specifically, during this session, we will chat with John Traxler who is Professor of Digital Learning at the University of Wolverhampton (along with various other titles), Helen Crompton who is Professor of Instructional Technology at Old Dominion University as well as the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal, and Mike Sharples, an Emeritus Professor of Educational Technology in the Institute of Educational Technology at The Open University. Their combined time in the field of learning technologies and resulting extensive experiences should prove to be quite engaging and will make the one hour with them seem far too short. We should mention that Mike appeared on Episode #65 of Silver Lining for Learning, "Innovative Learning at Massive Scale: Let’s nQuire about the Future of FutureLearn," exactly four years ago. Note also that Helen, John, and Mike have all authored or edited several books and they are all colleagues; in fact, in 2018, John and Helen co-edited a book on mobile learning in higher education, "Mobile Learning in Higher Education: Challenges in Context," which is a collection of fabulous cases published by Routledge Notably, each was born and raised in the UK and each has traveled extensively to many regions of the world consulting, speaking, thinking, and conducting research. Part of our conversation will be about the state of mobile learning and generative AI for the less privileged, refugees, and those in the Global South. What fun we will have chatting with them whether we discuss mobile learning and teacher professional development in southern Africa, digital learning for the next generation, online learning post pandemic, robotics in K-12 schools, innovations in AI pedagogy, learning at scale, technology-enhanced curriculum development, or something else. What an exciting show to tell your friends, students, colleagues, and relatives about. Come join us. And share this episode with your network. This is an amazing group...!Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal, and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel Hill. Recognized for her outstanding contributions, Dr. Crompton is on Stanford's esteemed list of the Top 2% of Scientists in the World. She has published over 200 papers and her work in technology integration has garnered her numerous accolades, including the SCHEV award for the Outstanding Professor of Virginia. Dr. Crompton's expertise extends beyond academia to practice, as she frequently serves as a consultant for various governments, bilateral and multilateral organizations such as the United Nations and the World Bank, leveraging her knowledge and experience to drive meaningful change in the field of educational technology. Her ODU email is crompton@odu.edu. Dr. Crompton’s CV and further information can be found here http://ww2.odu.edu/~crompton/John Traxler, FRSA, MBCS, AFIMA, MIET, is Professor of Digital Learning at the University of Wolverhampton, Institute of Education in the UK where he is the UNESCO Chair in Innovative Informal Digital Learning in Disadvantaged and Development Contexts. In a unique and unprecedented combination, he also holds a Chair from the Commonwealth of Learning. He is currently Academic Director of the Avallain Lab, leading research on ethical and pedagogic aspects of educational AI. His papers have been cited over 12,000 times and Stanford continues to list him in the top 2% of researchers in his discipline. He has written hundreds of papers (with an impressive h-Index of 40 and i10 Index of 95) and seven books. Dr. Traxler has consulted for a variety of international agencies including UNESCO, ITU, ILO, USAID, DFID, EU, UNRWA, British Council, and UNICEF. He is also a Fellow of the Royal Society of Art in London, UK.Dr. Traxler was a pioneer of mobile learning in the 2000s. For example, he was a Founding Director of the International Association for Mobile Learning. He also was a co-editor of the definitive book on mobile learning, Mobile Learning: A Handbook for Educators and Trainers. Among his other books are: (1) Mobile Learning: The Next Generation, (2) Mobile Learning and Mathematics, (3) Mobile Learning and STEM: Case Studies in Practice, (4) Mobile Learning in Higher Education: Challenges in Context, (5) Critical Mobile Pedagogy, and (6) Digital Learning in Higher Education: COVID-19 and Beyond. In addition, he has contributed to many keynotes, panels, papers, journal articles, and book chapters on all aspects of learning with mobile technology. Over his career, he has worked on myriad digital learning projects and missions. John Traxler has been responsible for large-scale mobile learning implementations, small-scale mobile learning research interventions, capacity building, major evaluations, landscape reviews, and curriculum development. In the 2010’s, Dr. Traxler became increasingly concerned with the impact and consequences of learning technology and pedagogy on societies, cultures, and communities of massive mobility, and connectivity, and on the nature of disadvantage, especially for those far from the national or global mainstream, established, and secure. Currently, he is interested in the impact of AI on global and individual disadvantage and on the decolonisation of the digital technologies of learning and education. John can be contacted at johntraxler@live.co.uk or John.Traxler@wlv.ac.uk. His homepage is at: https://www.johntraxler.net/.About Mike Sharples: I have a first degree in Computational Science and a PhD from the Department of Artificial Intelligence at the University of Edinburgh. My research focus is human-centred design of technologies for learning. My main current interest is 'citizen inquiry' - a fusion of citizen science and inquiry-based learning. I lead development of the nQuire platform, in collaboration with the BBC, to support mass participation in social science experiments. As Academic Lead for FutureLearn (www.futurelearn.com), I informed its social learning at massive scale, based on a pedagogy of  'learning as conversation'. I established the Innovating Pedagogy annual report series, to inform teachers and policy makers of new developments in teaching, learning and assessment for a digital world. Other current interests include blockchain for education, and strategies for digital transformation in higher education. My personal website is www.mikesharples.orgBio: Mike Sharples is Emeritus Professor of Educational Technology in the Institute of Educational Technology at The Open University, UK. His research involves human-centred design of new technologies and environments for learning. He inaugurated the mLearn conference series and was Founding President of the International Association for Mobile Learning. He is Associate Editor in Chief of IEEE Transactions on Learning Technologies. He established the Innovating Pedagogy report series and is author of over 300 books and papers in the areas of educational technology, science education, human-centred design of personal technologies, artificial intelligence and cognitive science.Mike Sharples' previous appearance on SLL: Episode 65 | Innovative Learning at Massive Scale: Let’s nQuire about the Future of FutureLearn (Mike Sharples). https://silverliningforlearning.org/episode-65-innovative-learning-at-massive-scale-lets-nquire-about-the-future-of-futurelearn/. Video (104:40): https://www.youtube.com/watch?v=j7XgYcQTSxwWeblinks to Mike's work:About nQuire: https://nquire.org.uk/aboutFutureLearn: https://www.futurelearn.com/Innovating Pedagogy reports from the OU: http://www.open.ac.uk/innovating/LinkedIn: https://www.linkedin.com/in/mike-sharples-1633153/Mike Sharples Homepage: https://www.mikesharples.org/Mike Sharples on nQuire: https://www.youtube.com/watch?v=QHgczZeKX18nQuire: https://nquire.org.uk/Wikipedia: https://en.wikipedia.org/wiki/Mike_SharplesTwitter: https://twitter.com/sharplm?lang=enMike Sharples in Google Scholar: https://scholar.google.com/citations?user=0KzFF40AAAAJ&hl=enInstitute for Educational Technology at the Open University: https://iet.open.ac.uk/people/mike.sharplesPractical Pedagogy: 40 New Ways to Teach and Learn: https://www.amazon.com/Practical-Pedagogy-Mike-Sharples/dp/1138599816 Join the conversation at silverliningforlearning.org 

Amal Hayat, an expert in EdTech initiatives across Asia, and Asad Rahman, a venture leader at Brink, share insights on the vital role of evidence in educational technology. They discuss the challenges of implementing EdTech in resource-limited settings like Pakistan and stress the importance of localized solutions. The duo also highlights innovative projects for Deaf education, emphasizing the need for adaptable strategies. Their conversation illuminates how connecting global insights to local contexts can improve learning outcomes for marginalized communities.

Join Jimmy Edwards, Director of CAREducation, and Rebecca Ferree, an educator and homeschooling advocate, as they explore the transformative world of project-based learning. Their discussion dives into the heart of the Care Revolution, emphasizing the blend of compassion and curiosity in education. They share their journey from traditional teaching to creating innovative, community-focused learning experiences. Discover how mentorship, creativity, and real-world problem-solving are reshaping education for students aged 8 to 18.

Naveen Mahesh and Raaji Naveen, co-founders of Beyond 8, discuss their innovative approach to learner-determined education for Gen Z. They explain how personalized pathways replace rigid timelines, allowing students to engage in internships and wellness activities while receiving tailored mentorship. Tara Srinivasan shares her journey, emphasizing the importance of learner agency and how Dream Mapping transformed her aspirations. The conversation critiques standardized assessments and promotes an education model centered on passion and purpose.

Blended learning has been growing for decades. As it does, the models, frameworks, policies, and pedagogical innovations are constantly evolving. Fortunately, in this episode of Silver Lining for Learning, we will hear about various blended learning case examples in higher education and open universities. Santosh Panda, Sanjaya Mishra, and Pradeep Kumar Misra, the editors of two new books on this topic will help us grasp the landscape of blended learning in higher education and map out the various national and institutional education systems in terms of blended learning. Their holistic perspective of online and blended learning should prove quite valuable for educators, administrators, government officials, parents, and students. We will hear about case studies on policy, planning, and management as well as features of quality assurance.More on your guests and the books below the videoTwo books on Blended Learning in Higher Education and Open Universitieshttps://link.springer.com/book/10.1007/978-981-97-9388-4https://link.springer.com/book/10.1007/978-981-96-0722-8Case Studies on Blended Learning in Higher Education: An Interview with Sanjaya Mishra By Stefanie Panke for AACE Review, February 18th 2025https://aace.org/review/case-studies-on-blended-learning-in-higher-education-an-interview-with-sanjaya-mishra/Dr Sanjaya Mishra is one of the leading scholars in open, distance, and online learning with extensive experience in teaching, staff development, research, policy development, innovation, and organisational development. With a multi-disciplinary background in education, information science, communication media, and learning and development, Dr Mishra has been promoting the use of educational multimedia, eLearning, open educational resources (OER), and open access to scientific information to increase access to quality education and lifelong learning for all. He has designed and developed award-winning online courses and platforms, such as the Understanding Open Educational Resources, Commonwealth Digital Education Leadership Training in Action, and COLCommons.Recipient of the ISTD-Vivekanand National Award for Excellence in Human Resource Development and Training in 2007, Dr Mishra has conducted in-person and online training in over 30 countries. The Satija Research Foundation for Library and Information Science conferred Dr Mishra with the Indian Library Leaders Award 2012. Dr Mishra received the Prof G Ram Reddy Social Scientist Award 2013 from Prof G Ram Reddy Memorial Trust for his contribution to distance education and OER.He has written and edited over 300 publications in the form of books, chapters, peer-reviewed journal papers, conference presentations, book reviews, and distance learning materials. While at UNESCO, as Programme Specialist (ICT in Education, Science and Culture), he facilitated the adoption of a strategy and policy for open access to scientific information and research. Dr Mishra serves on the Editorial Board of several peer-reviewed journals in the field of distance and online learning. He served as a Board member of Networked Digital Library of Theses and Dissertations (2021-2022).Professor Santosh Panda is a National Fellow at the National Institute of Educational Planning & Administration, Government of India https://www.niepa.ac.in/National_Fellows. He recently retired as Director, Staff Training & Research Institute of Distance Education (STRIDE), Indira Gandhi National Open University. Started university teaching in 1984, and has above 42 years of experience in university teaching, research and administration, including 37 years for open and distance learning at IGNOU. He has been a Fulbright Scholar at UNM/Albuquerque; Chairperson of National Council for Teacher Education (national regulator), Government of India; Director of Policy & Research, Association of Indian Universities; and Director of Distance & Flexible Learning, The University of the South Pacific, Fiji.An internationally recognised leader of distance and online learning from the Global South, he has presented keynotes and workshops in above 30 countries; and has consulted for ADB, COL, DfID, Ford Foundation, GTZ, IDRC, SADC, UNESCO and the World Bank. His recent books include: Handbook of Open Universities Around the World (2025/ Routledge); Case Studies on Blended Learning in Higher Education – design, development and delivery (2025/ Springer); Case Studies on Blended Learning in Higher Education - policy, planning & quality assurance (2024/ Springer), Pedagogy in Practice (2022/ Bloomsbury), Technology Enabled Learning (2021/ COL-Canada), Planning & Management in Distance Education (2017/ Routledge), Economics of Distance and Online Learning (2008/ Routledge). He is the Chief Editor of Scopus-indexed Journal of Learning for Development, published by the Commonwealth of Learning/ Canada (https://jl4d.org/index.php/ejl4d).One of the global Leaders & Legends of Online Learning: https://onlinelearninglegends.com/podcast/084-professor-santosh-panda/Prof. Pradeep Kumar Misra is a Professor and Director of the Centre for Policy Research in Higher Education (CPRHE) at the National Institute of Educational Planning and Administration (NIEPA), New Delhi. He has made significant contributions to the fields of higher education, educational technology, and teacher education. His academic journey is a testament to his global recognition, underscored by the numerous prestigious international research scholarships he has received. These include Fulbright-Nehru Academic and Professional Excellence Fellowship of the USIE, the Commonwealth Academic Fellowship of CSC, UK; Doctoral and Senior Researcher Scholarship of DAAD, Germany; Erasmus Mundus Visiting Scholar Scholarship of the European Commission; National Scholarship of Slovak Republic; MASHAV Scholarship of the Israel Government; and Research Exchange Scholarship of FMSH, France. He is also the recipient of the Joint Research Project under ICSSR (India) and NIHSS (South Africa) and a member of the academic bodies of several institutions and organizations in India and abroad.Prof. Misra has published extensively both nationally and internationally, completed research and development projects, and developed educational media programs. His recent books, Teaching Competencies for 21st Century Teachers: Practical Approaches to Learning (Routledge, 2024) and Learning and Teaching for Teachers (Springer, 2021), are not just publications but prime examples of his impactful work that resonates with teachers globally. His recent books include Case Studies on Blended Learning in Higher Education: Policy, Planning and Quality Assurance (Springer, 2024), Case Studies on Blended Learning in Higher Education: Design, Development, and Delivery (Springer, 2025), and India Higher Education Report 2023: Higher Education Research (Routledge, 2025). Prof. Misra has also developed educational media programs and supervised Ph.D. scholars. His extensive experience in education has taken him to many countries, spanning continents and cultures.Forthcoming book from Sanjaya Mishra and Santosh Panda:The Handbook of Open Universities Around the World: (in press) https://www.routledge.com/Handbook-of-Open-Universities-Around-the-World/Mishra-Panda/p/book/9781032754055Per book homepage from Routledge: "The Handbook of Open Universities Around the World is the first collection to provide a comprehensive and critical overview of open universities internationally. Over 80 open universities have been established across five continents to provide a distance-orientated, class-inclusive, and high-quality education for learners left behind by existing formal systems for higher and continuing education and lifelong learning. This mission has been continually reshaped by major developments in open education, learning technologies, and online social networking, as well as by the evolution of specific concerns such as the massification of education, employability, financial trends, artificial intelligence, and development agendas on the regional, national, and global levels." Join the conversation at silverliningforlearning.org 

App Inventor is a free, open-source web platform that empowers people of all ages to create mobile applications and make a meaningful impact on their communities. Built on over 15 years of research and development by MIT and Google, App Inventor helps users become creators–not just consumers–of technology.Its foundation lies in the principles of constructionism and computational action: the belief that people learn best when actively engaged in building projects that are personally meaningful and useful to themselves and those around them. Through teacher and student education programs, along with global app challenges in partnership with local governments and nonprofits, App Inventor inspires users to develop apps that benefit their communities, fostering both digital literacy and civic engagement.About our guests Natalie Lao (photo, LinkedIn): Dr. Natalie Lao is the Executive Director of the App Inventor Foundation, a 501(c)(3) nonprofit founded by professors and engineers at MIT and Google with the mission of empowering students to create meaningful technologies that can transform their lives and uplift their communities. She received her B.S., M.Eng., and Ph.D. in EECS from MIT CSAIL (the Computer Science and Artificial Intelligence Laboratory), where she developed database and AI components, and led research, curriculum development, and teacher training for MIT App Inventor initiatives across the globe. At MIT, she was Co-creator and Instructor for the undergraduate course 6.S198: Deep Learning Practicum, and led the trajectory team for the MIT Inclusive AI Literacy and Learning project. Natalie serves as Expert on Mission for UNESCO's AI & the Futures of Learning project, where she co-authored the United Nations's AI Competency Framework for School Students.Maura Moore-McCune (LinkedIn) is a student in Kings Hospital School and has created VIPMOD: Vision Impaired Person’s Moving Object Detector - an award-winning app which detects fast-moving objects for use by vision impaired people so that they can live safer and more independent lives. Vision Ireland will be testing VIPMOD in the WayFinding Centre – an indoor environment replicating the real-world experience of using public transport for vision impaired people.Tianyi (Tony) Huang (LinkedIn) is a rising senior at American High School in California and the founder and president of App-In Club, a global student-led nonprofit that empowers students of all ages to create impactful apps. Since learning about MIT App Inventor in 9th grade, Tony has created numerous apps and won the Congressional App Challenge and the World Artificial Intelligence Competition for Youth (WAICY). Join the conversation at silverliningforlearning.org 

In Episode #233 of Silver Lining for Learning we feature Khanmigo, a highly discussed AI-powered online tutor. Proponents contend that it could transform K-12 education by changing teachers job roles to be more of an ever-ready coach, counselor, and learning facilitator, instead of always directly in charge of delivering content. Experts also contend that intelligent tutoring systems like Khanmigo could also change the ways in which students learn by personalizing the learning process, providing immediate feedback and suggestion, and creating an overall less stressful environment. According to the Khan Academy, Khanmigo is being piloted in 266 school districts as of December 2024. One of those school districts is the School City of Hobart, Indiana. The school district was feature on 60 Minutes with host Anderson Cooper. During the broadcast, Cooper interviewed many students as well as the Superintendent, Dr. Peggy Buffington, about the effectiveness of Khanmigo as well as how the system might flag concerns about student interactions and activities in the system which might signal remedial forms of learning or timely interventions from a mental health counselor. During Episode #234, we will fortunately hear from Dr. Buffington as well as two School City of Hobart teachers, Alaina Richter and Melissa Higgason (see bios below). We are sure that this episode of SLL will have plenty of ideas, applications, and examples of who teachers might use AI technology in different educational settings. Given recent advances in generative forms of AI associated discussion and debate about the benefits and challenges of AI in education, ideas discussed should have immediately application.Some links to the TV episode and post episode reflection and chat with Anderson Cooper are below. They were on 60 Minutes with Anderson Cooper in December: Khan Academy partnership with Hobart School District in Indiana (60 Minutes feature with Anderson Cooper; December 9, 2024): https://www.hobart.k12.in.us/our-district/scoh-khan-aacademyMeet Khanmigo (60 Minutes): The student tutor AI being tested in school districts | 60 Minutes: https://www.youtube.com/watch?v=Ia3CPhVkUtgHow Khanmigo AI can help kids in emotional distress; https://www.youtube.com/watch?v=P6ltnjJu4NMSpecial Episode - Creating Opportunities for Career Success with Anderson Cooper; https://www.youtube.com/watch?v=0RELN9cxB_EDr. Peggy Buffington, Ph.D. is the Superintendent of School City of Hobart. Peggy Buffington served as co-chair of Ready NWI, the education arm of the One Region, One Vision leadership team to improve the quality of life in Northwest Indiana. Ready NWI meets once a month with its partner sponsors of the Center of Workforce Innovation, and Higher Education Partners, to raise the percentage of people with postsecondary degrees in the area to 60 percent. The group has grown to include 30 sister school districts. They are paving the way for students to Be Ready for College and Careers!Peggy earned two degrees from Purdue University Calumet including a Bachelor of Arts Degree in Elementary Education/Reading Endorsement and a Master of Science in Instructional Design. She earned a Doctor of Philosophy in Curriculum and Instruction and Educational Technology from Purdue University. She has received several awards including the Purdue Calumet Outstanding Alumni Award, Outstanding Achievement Educator Award from the Hobart Chamber of Commerce, the Educator of the Year Award from the American Legion Post 54, Teacher of the Year for The Great Gateway Region of the United States for Technology & Learning, Indiana Teacher of the Year, One Region’s Outstanding Contribution Award, Excellence in Education from AdvancEd, District 1 Indiana Superintendent of the Year, the Indiana School Board Association Lorin A. Burt Outstanding Educator of the Year, and was inducted into Ivy Tech’s Society of Innovators. Peggy has been published in several education journals. She serves on the board of the St. Mary Medical Hospital. She believes there is no greater mission in life than to serve others, especially children. She can be reached at Dr. Peggy Buffington: peggyb@hobart.k12.in.usMelissa Higgason, M.S.Ed., is a passionate educator with over 20 years of experience in science education, curriculum development, and research development. As a Chemistry Teacher at Hobart High School, she leverages inquiry-based teaching methods and cutting-edge tools like Khanmigo, an AI platform developed by Khan Academy, to inspire curiosity and innovation in her students. Previously, Melissa served as Associate Director of the Center for Science and Technology Education at Purdue University Northwest. In this role, she developed and implemented technology-enhanced curricula for K–12 science educators, led professional development workshops, and taught alongside teachers to model best practices in STEM instruction. She also supported grant-funded initiatives to advance STEM education and analyzed teacher and student performance data to enhance program outcomes. In addition to her work in education, Melissa has extensive experience in research development. At Purdue University Northwest, she partnered with faculty and administration to secure funding for interdisciplinary research projects, providing detailed guidance on grant proposals and building relationships with national funding agencies. Her efforts supported the growth of collaborative research initiatives that bridged education and innovation. Melissa’s career reflects her dedication to fostering collaboration, empowering educators, and advancing science education through research, technology, and strategic initiatives. Melissa remains dedicated to supporting students and educators by fostering collaboration, integrating technology, and promoting innovative approaches to teaching and learning. She can be reached at: higgasonclass@hobart.k12.in.usAlaina Richter is in her fourth year of teaching 4th grade math in a departmentalized setting at Hobart—where she also graduated from. After playing basketball and earning her degree at Indiana University Northwest, she came back to her hometown to follow her longtime passion for teaching. Alaina especially loves teaching math and enjoys finding ways to make it click for her students. She’s all about building confidence, encouraging curiosity, and making her classroom a place where kids feel supported and capable. She can he reached at  arichterclass@hobart.k12.in.us Join the conversation at silverliningforlearning.org 

We live in an age of many educational and societal changes; some even transformative. During the past five years, Silver Lining for Learning (SLL) has showcased dozens of organizations and institutions fostering such changes, inventions, and movements around the world. In Episode #232 of SLL, we feature a relatively new organization called Generation of Change (GOC). Importantly, GOC is a non-profit organization dedicated to empowering girls and women in Afghanistan through innovative online learning courses and programs. In terms of content targets, GOC provides training in the English language as well as computer literacy and math classes to girls across Afghanistan to help them pursue a variety of career opportunities in the future.GOC is also committed to fostering gender equality that can enable Afghan girls and women to have access to quality education. The mission of the leaders at GOC is make the needs of these girls and women more salient while striving for educational policy changes that can help the world become more just and equitable. Through their educational platform, they connect students with highly quality educators and trainers for around the planet, and, in turn, begin to create a global network of rich knowledge sharing and collaboration. As that occurs, brighter futures open up for girls in Afghanistan who are the future leaders of the country. By empowering girls and women, GOC is playing a vital role in breaking cycles of poverty and oppression. Empowerment, inclusivity, connection, collaboration, integrity, empathy, and unlocking potentials of Afghan girls and women are the principles underlying GOC.homepage (https://gocafghanistan.org/the-goc) andteam (https://gocafghanistan.org/who-we-are-1) and watch the short video below.Generation of Change Organization Anniversary video (1:52)Safar Mohammad Hamrah is an Afghan-Canadian computer science student at Indiana University (IU) in the United States. He is deeply passionate about blending technology with meaningful social impact. Originally from Afghanistan and having lived in Canada, Safar is now pursuing his undergraduate studies at IU. Safar is the founder of Generation of Change (GOC); a volunteer-led organization that provides online education to Afghan girls who are unable to attend traditional schools. Through GOC, Safar leads a dedicated team focused on promoting educational equity and empowerment. Building on this foundation of service, Safar’s people-first leadership style is shaped by his background and values, He is currently pursuing a minor in Leadership and a specialization in Artificial Intelligence, along with a strong interest in prompt engineering. He is widely recognized for his empathy, creativity, and unwavering commitment to supporting underserved communities. A lover of Persian poetry, photography, and mindful living, Safar merges tradition with technology to create tools that educate, empower, and inspire. His email contact is: smhamrah@iu.eduMohammad Naweed Hesan is a multitalented creative expert with over six years of professional experience in branding, graphic design, and 3D illustration. He has freelanced with startups, NGOs, and established brands globally, delivering efficient visual solutions that amplify identities and spark engagement. Side by side with his artistic pursuits, Naweed is a driven Coordinator at Generation of Change Afghanistan (GOC), His mail contact is: naweedullahhessan@gmail.comParwin Hamrah, is an economics major with a finance minor at the Asian University for Women (AUW). She is deeply passionate about making complex ideas accessible and relatable through storytelling. As an international student, she believes in education's transformative power, especially for girls and women. Being a member of Generation of Change (GOC), she has dedicated herself to empowering young women who have been denied their fundamental right to education. She holds that the key to societal development lies in the enlightenment and participation of every individual, particularly women and girls. When women are silenced or excluded, the entire nation suffers. Through GOC, her team has worked to inspire and enhance our sisters, advocating for education as a tool of liberation and progress. Our mission is to contribute to a world where education is a right, not a privilege, and where every girl has the opportunity to unlock her full potential. Parwin's email contact is: Email : parwinhamrah4@gmail.com Join the conversation at silverliningforlearning.org 

With climate change, political unrest, wars, famine, there are countless people experiencing forced migration today as well as others impacted by the suspension of refugee programs, there is a dire need to step back to see the big picture for higher education as well as step up. The goal of episode #231 is to help people understand the circumstances in the world and how it affects people on the move, including humanitarian implications and possibilities. Some of the most vetted people on the planet who have been approved to migrate to the United States are being stopped and are stranded in route. And yet, the data indicate that within 6 years of arrival, such refugees are more highly employed than US citizens; in fact, the statistics are highly revealing in terms what they contribute back to society, Recent students with refugee status at Indiana University (IU) have come from Ukraine, Congo, Syria, South Sudan, Palestine, Pakistan, Iran, and most from Afghanistan. In this episode, we will get an update on such data from Nicole Bennett, Assistant Director for the IU Center for Refugee Studies. We will also hear from Rendy Schrader, Senior Director, International Student & Scholar Programming and New Initiatives, Office of International Services at IU, As Rendy points out, just 1 percent of refugees had access to higher education in 2019. That has increased to 7 percent in 2024 and the goal is 15 percent by 2030, per the Office of the United Nations High Commissioner for Refugees (UNHCR). The UNHCR is an agency that was mandated by the U. N. "to aid and protect refugees, forcibly displaced communities, and stateless people, and to assist in their voluntary repatriation, local integration or resettlement to a third country" (Wikipedia, 2025). Given the series of shockwaves caused by recent news, refugees need universities to step up even more right now as they need training on multiple topics including dietary needs, credentials, housing needs, immigration status, the importance of work, the reality of their educational studies, sending money home, and much more. Among the resources in Indiana for refugees is Patchwork Indy is a not-for-profit organization in Indianapolis, Indiana, deeply involved in refugee resettlement and support. IU also partners with Exodus, which develops relationships with schools, churches, etc. and helps bring it all together when the families arrive. Listen or watch Episode #231 for some interesting timely and current data, emotionally impactful stories, and ways that your organization or institution can perhaps step back and step up.Rendy Schrader is Chair of Indiana University’s Refugee Task Force, Rendy Schrader has led the campus effort to admit and serve refugee students for the past four years.  She is based in the IU Office of International Services, where she is a Senior Director for International Student & Scholar Programming and Initiatives.  After graduating from IU in 1982, she moved to Washington, DC and began a career in international education and has worked in it ever since. Working with this population has been among the most rewarding work she’s done.Nicole Bennett is a Ph.D. Candidate in the Department of Geography with a minor in Informatics at Indiana University Bloomington. She is the Assistant Director of the IU Center for Refugee Studies. She uses her experience working for the United Nations High Commissioner for Refugees (UNHCR), the Ministry of Gender, Labour, and Social Development in Uganda, and other humanitarian and development agencies to critically interrogate the turn towards data-driven solutions in the humanitarian space. Ms. Bennett is interested in physical/digital interaction and how technology intensifies these spaces of interaction.July 25, 2024, IU’s relationship with refugee resettlement organization helps with fresh starts, self-sufficiency: https://news.iu.edu/live/news/37243-ius-relationship-with-refugee-resettlement-organization, Indiana University News. Join the conversation at silverliningforlearning.org