Silver Lining for Learning

Learning is changing. It is changing every day. It is changing in North America. It is changing in western Australia. It is changing in the Middle East. It is changing in Latin America and throughout South America. It is changing in East Africa. It is changing in Western Africa. North and South Africa too. It is changing across the globe; it is increasingly more open, online, blended, massive, flexible, global, virtual, visual, collaborative, hands-on, on-demand, and much more. One aspect of learning that is particularly important today is online (including blended) learning. However, it is in much flux. As a result, we need to think about the future of e-learning in this Post-COVID world. Such a world is no longer embracing the term emerging remote teaching as the COVID “emergency” has passed. However, education remains in a state of emergency in many ways. Attend Episode 197 of Silver Lining for Learning (SLL) and learn how three leaders from Nigeria, Uganda, and Zimbabwe, along with Rebecca Stromeyer from OEB Global and eLearning Africa, are helping shift the focus from emergency remote teaching to using technology to transform online education and skills training on the African continent and plan ahead for an exciting learning future.Rebecca Stromeyer has made significant contributions to digital learning, EdTech, and international education. As the Managing Director and Founder of ICWE GmbH and co-founder and co-owner of ICEF GmbH since 1991, she has played a key role in establishing these organisations' events as leaders in their fields. Rebecca co-founded OEB (Online Educa Berlin) Global, the global, cross-sector conference on technology-supported learning and training, in 1995. She co-launched ONLINE EDUCA MADRID, the leading annual online learning event for Spain and Latin America in 2000, as well as similar events in Iceland (2017), Russia (2015), Singapore (1997), Korea (1996), and the Arab world (2003). In 2005, she founded eLearning Africa, a network and annual conference focusing on digital learning, training, and skills development across the African continent, bringing together over 1,200 African education experts each year.Her expertise has been sought by international organisations, and she has served on various boards, including the International Council on Badges and Credentials and the Drucker Society. She has also been Vice-Chair of the Global Business School Network and a board member of the Global Development Learning Network. In 2012, Rebecca launched the eLearning Africa Report, further establishing her influence in ICT and digital learning. Her work continues to impact education and skills development worldwide, driven by her vision of a more connected and educated global community. She can be found in OEB Global and at LinkedIn: https://www.linkedin.com/in/rebecca-stromeyer-abb4645/ and contacted at: rebecca.stromeyer@icwe.net.Ambassador Rudo Chitiga is the Permanent Secretary in the newly established Ministry of Skills Audit and Development in Zimbabwe. She is a strategic thinker and negotiator with over 30 years senior management experience in government, civil society and inter-governmental organizations. Rudo Chitiga has held senior management positions in government, civil society, and international organizations including Permanent Secretary in the Office of the President and Cabinet, Ministry of Women Affairs Community Small and Medium Enterprises Development in Zimbabwe, Ambassador of Zimbabwe to France, Spain and Portugal and the Vatican and permanent Representative and member of the Executive Board of UNESCO and the UNWTO. She is currently a member of the governing board of the UNESCO Institute for Lifelong Learning. She is the team leader of BellaRue Consultants offering services in governance peace building and conflict resolution, gender mainstreaming, relationship brokering, project management, capacity building and organizational development. In addition, she is also a Results Coaching Systems trained life coach. For more information on Ambassador Rudo Chitiga, you can find her on on LinkedIn: https://www.linkedin.com/in/rudo-mabel-chitiga-822703/ and contacted at: rudo.chitiga@gmail.com.Ify Obidi-Essien is a distinguished Edu-Tech Consultant and Microsoft Global Training Partner in Nigeria, renowned for her steadfast dedication to advancing digital transformation in education. As CEO of Tech-Savvy Teacher International, a leading EdTech Consultancy firm, Ify leads initiatives encompassing comprehensive technology services. “Tech-Savvy Teacher International is a leading Education and Technology solutions provider focused on equipping the African educator with technological skills so as to drive digital transformation in the classroom.” Her expertise spans training, consultation, school management software integration, and cutting-edge classroom technology installation, providing an educational transformation framework aligned with stakeholders' objectives.A trailblazer, Ify's impact transcends borders. As a Speaker at the T4 Education conference in March 2022, she enriched the discourse on transformative education. Media features in The SUN, Wazobia TV, Wazobia FM, TVC, Kids and Mum TV show, and Guardian Woman Publication underscore her industry recognition. In February 2020, Ify organized the 12th Tech-Savvy Teacher Master class in Dubai, advocating for the Flipped Classroom Model's integration in Nigeria. Her global outreach continued with an Education Tour to Rwanda in October 2023, collaborating with the African Leadership University, exposing delegates to technology's impact on teaching and learning.Beyond education, Ify champions young women's empowerment through the B.I.G Girls Foundation, while recently completing the Women in Leadership Program from the European University of Luxembourg with distinction. Furthering her influence, Ify launched the Animation Kids Club, fostering digital content creators through an e-learning platform in prestigious institutions like Corona Schools Lagos, Greenspring School Gbagada, and Learning Ladder Abuja. This initiative embodies Ify's vision to cultivate creativity and exploration in animation from an early age. Ify can be found in LinkedIn: https://www.linkedin.com/in/ify-obidi-essien-980341116/ and contacted at: techsavvyteacherinternational@gmail.com.Paul Birevu Muyinda, is a Professor of Open, Distance and eLearning (ODeL) and the Director of the Institute of Open, Distance and eLearning at Makerere University in Uganda (Uganda's largest and oldest institution of higher learning, first established as a technical school in 1922, and the oldest currently active university in East Africa). Paul is a certified blended learning developer and online instructional designer. He has research interests in digital pedagogy and andragogy where he has worked with different education and training institutions to champion this cause. He led a team that scaffolded Makerere University and other universities in Uganda to remain afloat during the COVID-19 pandemic lockdowns. Prof. Muyinda is the author of more than 100 research articles in open, distance, and e-learning. He has recently consulted with the Commonwealth of Learning (COL) and other agencies on policy and strategy for open distance learning. He is the Principal Investigator of several internationally funded research grants, including: NORHED II, Mastercard Foundation e-Learning Initiative, KOICA distance education enhancement project, just to mention but a few. As per Bob Little’s 2018 ranking of online pedagogy gurus, Prof. Muyinda was ranked among the top 100 movers and shakers of online corporate education in Africa (see article). Paul can be found in LinkedIn: https://www.linkedin.com/in/paul-birevu-muyinda-479600158/ and contacted at: mpbirevu2013@gmail.com. Join the conversation at silverliningforlearning.org 

Hosts reflect with Chris Dede, Curt Bonk and Punya Mishra Join the conversation at silverliningforlearning.org 

Using 21st Century Online Learning to Teach Girls in Afghanistan with guests, Timothy Stiven, Founder, Flowers for the Future; Jasmin Azizi, Advisor and Developer, Flowers for the Future and Andishvar Mohibi, student. Join the conversation at silverliningforlearning.org

Social-Emotional skills in Chilean classrooms with Francisca Astudillo, Francisca Sáez and Sofía LarraínSocial-emotional skills are widely recognized as vital tools for youth to thrive in society, sparking a growing interest in integrating their development into the Chilean educational system. What better way to systematically equip children with such a crucial tool? Yet, despite recognition and inclusion in the national curriculum by the Ministry of Education, social-emotional learning (SEL) remains vaguely implemented in Chilean classrooms. Why?This episode delves into the story of Eventuras, a Chilean non-profit born from addressing a major issue in vulnerable schools: disruptive student behavior. Along the journey, Eventuras realized that behavioral issues were an expression of a lack of socio-emotional skills, but that this was just the tip of the iceberg, revealing deeper challenges like a lack of problem-solving abilities, social skills, low self-esteem, depression, and dropout rates. Hence, Eventuras was founded to help vulnerable schools systematically implement SEL. In our 5 years, we've identified and tackled key barriers, bringing evidence-based programs to Chile, rigorously addressing this issue. Joining us in this episode are Francisca Astudillo and Francisca Saéz, founders of Eventuras, and Sofia Larraín, one of the pioneering teachers Eventuras has worked with and who has become a local SEL advocate and trainer.Readings and Resources:Eventuras website: www.eventuras.orgSofia’s school website: www.colegiotrigales.clSEL Curriculum: https://pg.casel.org/second-step%E2%93%A1-elementary/Teacher Training:https://pg.casel.org/incredible-years%E2%93%A1-teacher-classroom-management-program-dinosaur-school/Episode GuestsFrancisca Astudillo- Eventuras FounderBachelor of Industrial Engineering from the Pontifical Catholic University of Chile and Master's in Education from Harvard. Her passion for education stems from her involvement in the scout movement. In 2019, she founded Eventuras after 10 years of working in various non-profit organizations, gaining insights into the challenges faced by public schools in Chile and the main concerns of their stakeholders. She declares herself a staunch admirer of teachers, and her motivation is to find engaging and simple ways to train and support them, encouraging them to become more than just content transmitters but real mentors and role models for children.Francisca Sáez- Eventuras Founder and Executive DirectorFrancisca pursued her physics degree at the Pontifical Catholic University of Chile. During her undergraduate studies, she worked at a small school in southern Chile, igniting her passion for education. This experience became the driving force behind her initiative to establish a venture aimed at assisting teachers in collaborative classroom practices. In 2022, she crossed paths with Eventuras and joined the team to channel her fervor for education towards addressing the socio-emotional challenges encountered within the Chilean education system. Her primary motivation lies in ensuring that children, irrespective of their social, cultural, or economic background, acquire skills that empower them to become fulfilled and happy adults.Sofia Larraín- Elementary teacher and Socioemotional Skills TrainerSofia Larrain graduated as an Elementary Teacher with a Major in Spanish language from the Pontifical Catholic University of Chile and is currently a Master’s candidate in School Management and Direction at Los Andes University. Since 2020, she has been teaching at a highly vulnerable public school in Santiago, where she discovered her passion for helping teachers and young learners develop social-emotional skills. She has been training her colleagues to create a safe and nurturing learning environment and to equip their students with essential social and emotional tools. This year, she has taken on a new role as Primary Years Coordinator, overseeing more than twenty teachers in this challenging setting. Join the conversation at silverliningforlearning.org 

Champions of Robotics Some of the most powerful principles of learning in the 21st century relate to collaboration and teamwork, hands-on doing, and learning relevancy and meaningfulness. As such, Episode #193 of Silver Lining for Learning promises to be highly unique and inspirational. Why? Well, the “Pythoneers 52402” team in Dallas, Texas recently won the state championship for robotics, and, then, they did something even more inspiring which kids all over the world only dream about. What did they do? Well, they won the First Robotics world breakthrough award at the world competition in April 2024. Come to this session and meet the “Pythoneers 52402” team. Find out how this team elevated to new heights in terms of collaboration and successful performance.Below is a list of the brilliant students on this team. They are the future leaders of not just Texas, but the world. Come to this session and find out how these young people in Texas learned the skills and competencies to win this global robotics competition.David Xiao, 7th grade, St. Mark’s School of Texas, Dallas, TXEvan Huang, 7th grade, Greenhill School, Addison, TXWanni Zhu, 7th grade, Rice Middle School, Plano, TXAndrew Li, 6th grade, Rice Middle School, Plano, TXNicholas Lipsmeyer, 8th grade, Carroll Middle School, Southlake, TX Join the conversation at silverliningforlearning.org 

Building Worlds: Connected Camps in Minecraft with guests H Chad Lane, & Jeff GingerWhat-if Hypothetical Implementations of Minecraft (Project WHIMC) is the brainchild of Chad Lane and Jeff Ginger at the University of Illinois, Urbana-Champaign (see 3:37: Gameplay Trailer). In Episode #192 of Silver Lining for Learning, they will discuss Project WHIMC and the "Connected Camps" that they coordinate with kids in the summers. Project WHIMC takes advantage of many free and open Web resources to foster engaging and interactive learning and cultivate student interest in STEM. Utilizing Minecraft, Chad and Jeff get learners to ask what-if scientific questions such as “What if the earth were twice its current size?,” “What if the earth were twice its current size?” and “What if the earth had no moon?” Of course, they also nudge their young players of Minecraft to ask: “How do we mine asteroids?” In effect, this episode will likely touch on many topics including video game behavior, exploration, playfulness, immersive learning, and how to foster learner engagement in formal and informal educational settings. Those seeking more might listen to the podcast show in the Philippines that Chad and Jeff were recently on to kick off a 3-year collaboration with Ateneo University in Manila regarding WHIMC.  H. Chad Lane is an Associate Professor of Educational Psychology and Computer Science at the University of Illinois, Urbana-Champaign. He is also the Associate Chair in the Department of Educational Psychology and the Director of the NSF INVITE AI Institute. Chad's research focuses on the design, use, and impacts of intelligent technologies for informal STEM learning. He has over 100 publications in a variety of areas, including intelligent tutoring, educational games, computer science education, and narrative-based learning environments. Broadly, his work involves blending techniques from the entertainment industry (that foster engagement) with those from artificial intelligence and intelligent tutoring systems (that promote learning), as well as running studies to better understand whether and how the resulting learning experiences impact learners. His PhD is in Computer Science from the University of Pittsburgh (2004), and prior to joining UIUC, he spent ten years as a research scientist and project director at the USC Institute for Creative Technologies. He can be reached at hclane@illinois.edu. For more on Chad, see http://hchadlane.net.Jeff Ginger is a Senior Research Scientist in the Department of Educational Psychology and Adjunct Faculty in the School of Information Science at the University of Illinois at Urbana-Champaign. He is helping to lead Project WHIMC, What-If Hypothetical Implementations in Minecraft, an NSF-funded research collaboration between University of Illinois/Maine, PBS Nova Labs and the Fiske Planetarium. Prior to that, Jeff was the Director of the CU Community Fab Lab and adjunct faculty at the School of Information Sciences at the University of Illinois at Urbana-Champaign. His focus on community informatics and education has led him to specialize in public engagement, teaching and research. He can be reached at ginger@illinois.edu. For more on Jeff, see https://jeffginger.com/#intro. Join the conversation at silverliningforlearning.org 

Yong Zhao, Chris Dede, and Curt Bonk discuss the evolving role of AI in education, emphasizing personalized self-directed learning experiences enabled by AI. They explore self-directed vs. personalized learning, the shift in expertise, and the impact of national educational technology plans. The hosts reflect on recent campus protests and their global perspectives on educational trends.

Learn about the mission and history of EDvantage Digital Learning Systems (ELDS). In particular, you will discover how ELDS provides digitally operated one room schoolhouses for underprivileged out-of-school children. It operates the Digitally Operated One-Room Schoolhouses (DOORS) Network that provides free international quality and inclusive education to underprivileged Out-of-School Children at their doorstep and suited to their socio-cultural and financial challenges and limitations.EDLS Documentary: https://youtu.be/yuGNpURvryk?si=9XX8Y0cMdQSBdQ8vTeam Composition for the PodcastDr Jon Mason (Australia) – Principal Advisor and Director EDLS Australia ChapterDr Abha Gupta (USA) – Head of International Advisory Team EDLSFaisal Bin Badar (Australia) – Founder EDLSAlya Iqbal (Pakistan) – Head of Operations EDLSDr. Jon Mason is an Associate Professor in Education within the Faculty of Arts & Society at Charles Darwin University in Australia, where he has been for 12 years. Previously he worked as a consultant in digital learning and knowledge management in the government and education sectors, engaging in a range of international standardization activities since 1998. Earlier appointments included a number of senior roles for education.au limited, a ministerial non-profit agency formed in 1997 for the purpose of leading collaborative projects focused on ICT for the Australian Education and Training sector. Jon serves on several journal editorial boards and is a member of the executive committee of the Asia Pacific Society for Computers in Education. His research interests span most things related to how we engage ‘with & within’ the digital environment with specific interests in questioning, sense-making, and the cultivation of wisdom.Dr. Abha Gupta is a seasoned educator, researcher, and author specializing in reading, literacy, and language education. She has been a Professor and Graduate Program Director of Reading Education at Old Dominion University in Norfolk, Virginia. Presently on sabbatical at Harvard University's Graduate School of Education, she is focusing on two forthcoming books that pivot on Diversity, Equity, and Inclusion, as well as Effective Teaching Strategies for ESL educators. Her research delves into the integration of yoga in educational frameworks and innovative applications of technology in language instruction. Leading the International Advisory Board of EDLS, she fosters collaboration and advancement within the educational sphere. For several years, she has also engaged with a school for underprivileged communities near New Delhi, spearheading academic studies on the repercussions of Covid-19 on educational inequalities and the enhancement of academic performance through therapeutic breathing techniques during her tenure as a Visiting Professor at Stanford University. Besides her academic endeavors, Dr. Gupta has co-edited two volumes, "Empowerment of Women, Language and Other Facets" and "At-Risk Population: Socio-linguistic and Educational Issues."  Her research findings have been presented at several national and international conferences, while her consultancy role for Educational Testing Service (ETS) and the American Institute of Research (AIR) in Washington, DC, highlight her commitment to fairness in educational assessments. At the International Literacy Association, she has notably co-chaired the National Task Force for Urban Diversity and contributed to the National Title One Committee. Beyond academia, she finds fulfillment in practicing and teaching yoga, offering complimentary classes to local and national communities, alongside her editorial contributions to a yoga therapy newsletter.Faisal Bin Badar, the brains behind EDvantage Digital Learning System (EDLS), is revolutionising education for underprivileged children worldwide. He has over 30 years of diverse experience across industries like education technology, systems engineering, business and project management, and entrepreneurship. With his PhD in Education Technology in the final stage, Faisal's vision is to provide free, quality, and inclusive education to those who need it most. Through the innovative Digitally Operated One-Room Schoolhouses (DOORS) model, he brings education to the doorsteps of marginalised communities, overcoming socio-cultural and financial barriers. Faisal's leadership extends beyond academia; he leads a dedicated team of 45 full-time members and collaborates with over 50 global experts and volunteers to ensure international standard education delivery. Faisal's vision doesn't stop at education; he aims to empower entire communities by providing employability skills to women and youth, fostering self-sustainability. With a heart for transformation and a commitment to ethical leadership, Faisal is shaping a brighter future for generations to come.Alya Iqbal is the Head of Operations for the EDLS Pakistan Team at EDvantage Digital Learning System (EDLS), where she passionately oversees EDLS operations to provide quality education to underprivileged out-of-school children. With a background in education and cost and management accounting, Alya brings extensive expertise to her role to lead the EDLS Pakistan Team. Alya's areas of expertise include operational management, financial analysis, and educational leadership. She is driven by a commitment to continuous improvement, constantly seeking ways to optimise processes and maximise outcomes. Alya is not only dedicated to her professional endeavours but also motivated by her faith, striving to align her work with a higher purpose. Her ultimate goal is to serve and make a meaningful impact in the world through her role at EDLS. Join the conversation at silverliningforlearning.org 

Episode 189, Saturday April 20 at 6 pm EasternSpecial Issue; Special Show: Exploring Higher Education Futures at the Intersection of Hope, Justice, and EdTechSession 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. Join the conversation at silverliningforlearning.org 

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. Join the conversation at silverliningforlearning.org