Silver Lining for Learning

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 

Explore the 2024 National Educational Technology Plan for free access. Learn about University Design for Learning, closing the digital divide, and enhancing educator competencies. Discover integrating digital health tools, student data privacy, and innovative professional learning resources. Discuss partnerships with families, empowering educators, and implementing educational technology for student success.

Celebrating 4 years of SLL Part II with guests Shirley Eadie, Khendum Gyabak & Aakash SethiIn 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 EadieShirley 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 WorldKhendum GyabakKhendum 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 NepalAakash SethiAakash 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 Join the conversation at silverliningforlearning.org 

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 videoPasi 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 playAriadne 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 InitiativeDr. 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 Join the conversation at silverliningforlearning.org