Silver Lining for Learning

Contemporary Education and Changing Culture in UkraineThe war raging in Ukraine has been front page news for the past 18 months. The co-hosts at Silver Lining for Learning (SLL) have been concerned about the educational situation in Ukraine; what is happening in the classroom as well as online. In this episode of SLL, Dr. Hanna Bondarenko, Associate Professor at the Institute of International Education at V. N. Karazin Kharkiv National University, will share her perspectives on education in this time of crisis. V.N. Karazin Kharkiv National University, founded in 1804, is a prestigious academic university and the second-oldest university in Ukraine. In Episode #163, Dr. Bondarenko explores and discusses how K-12 and higher education are practiced under war conditions and what she sees as the future of education with such changing circumstances. During the hour, we will also discuss its’ impact on culture and life in general. As the person responsible for directing international education on her campus, she will also discuss the present circumstances for domestic and international students in a post-pandemic world and amidst forced conflict. As you will learn from this episode, Hannah’s insights will speak to the resilience of the human heart, the fortitude of the human mind, and the possibilities for education despite the plethora of challenges posed to educators, students, and parents by the current political, social, and economic landscape.Hanna Bondarenko (PhD in History) is Associate Professor at the Institute of International Education V.N. Karazin Kharkiv National University. She is also a visiting scholar at Indiana University. Her scholarship and teaching address international education and Ukrainian history and culture. Her recent international project includes: "Kharkiv as a Multicultural City of Eastern Ukraine: Advantages, Contradictions, Challenges and Prospects for Development (1991-2020)," funded by the Konrad Adenauer Stiftung. She is the Project Coordinator of "City and War" (Destruction, Preservation and Rethinking of the Cultural Heritage of Large Cities in Eastern and Southern Ukraine During the Russo-Ukrainian War) (https://en.cityface.org.ua/projectheritage.html) (2022 - to date).Hanna teaches many courses intended for international students. These courses include: "History of Ukraine," "Culture and Traditions of Ukraine," "History of Kharkiv Region," and "History of Kharkiv University." She participated in the following international projects: "Kharkiv as a Multicultural City of Eastern Ukraine: Advantages, Contradictions, Challenges and Prospects for Development (1991-2020)." This project was funded by the Konrad Adenauer Stiftung (2020). In addition, she was involved in: "Practices of the Self-Representation of Multinational Cities in the Industrial and Post-Industrial Era" (2018-2021) that was supported by the Kowalski Program and the Program for the Study of Modern Ukraine of the Canadian Institute of Ukrainian Studies at the University of Alberta (https://cityface.org.ua/). A third international project was: "Integration and Adaptation of Foreign Students / INTERADIS Erasmus+. Her latest publication on the topic of education in Ukraine (in English): Bondarenko, H. Ukrainian Education in Wartime: Challenges and Problems. The Journal of V. N. Karazin Kharkiv National University. Series: History, no. 62, 2022, pp. 142-159. https://www.doi.org/10.26565/2220-7929-2022-62-06. She can be contacted at: abondarenko@karazin.ua.Suggested readings: Nazarenko, Y., Kohut, I., & Zheriobkina, T. (No date). Education and War in Ukraine (February 24-April 1, 2022). Cedos, 1-10.Impact of the War on Higher Education in UkraineUkrainian Education in Times of War: Ukrainian Education in Times of War Join the conversation at silverliningforlearning.org 

Danielle McNamara, Scotty Craig, and Rod Roscoe join the SLL Team to discuss the emerging field of learning engineering—and discuss innovative methodologies to optimize educational experiences and leverage technology for improved learning outcomes.Learning engineering is an emerging field that integrates educational psychology, data science, and technology to design, implement, and assess effective learning experiences. Through data-driven insights, learning engineers bridge the gap between educational research and practical application, devising personalized and adaptive learning environments tailored to individual learner needs.The newly instituted Learning Engineering Institute at Arizona State University will bring together multidisciplinary experts, encompassing cognitive science, computer science, and instructional design, to collaboratively undertake cutting-edge research and development. By harnessing the potential of learning analytics and artificial intelligence, guided by evidence-based understanding of learning and learners, the institute aims to revolutionize education, fostering accessibility, effectiveness, and customized learning experiences for all. Through this initiative, ASU  empowers learners and educators to thrive in an ever-evolving landscape of learning technologies and pedagogical approaches. Our guestsDanielle S. McNamarahttps://search.asu.edu/profile/1805468Danielle S. McNamara is the Executive Director of the newly formed ASU Learning Engineering Institute, Director of the Science of Learning and Educational Technology (SoLET) Lab, and a Professor in the Department of Psychology. She is an international expert in the fields of cognitive and learning sciences, comprehension, writing, natural language processing (NLP), intelligent tutoring, and artificial intelligence in education. She and her team have developed several intelligent tutoring systems, including iSTART and Writing Pal, for comprehension and writing instruction and practice. Research on these technologies have explored methods for improving student engagement via game-based practice, enhanced adaptability functions, and assessed the feasibility and usability of these systems in real world settings such as high school classrooms. Dr. McNamara has also led the development and testing of multiple NLP tools that have been used in various contexts and learning environments involving essay writing, reading comprehension, second language learning, and creativity. Such tools allow for quick, efficient, and reliable analyses of large text corpora, which is particularly relevant and valuable when analyzing big data. She is an APS, AERA, and ST&D fellow, Founding Editor of APA Technology, Mind, & Behavior, and served as associate editor for the Cognitive Science Journal, Journal of Educational Psychology, Learning & Instruction, International Journal of Artificial Intelligence in Education, and founding AE of Topics in Cognitive Science.Scotty Craig: https://search.asu.edu/profile/1978855Scotty D. Craig is the Director of Research, Assessment, and Evaluation at the ASU Learning Engineering Institute and is an associate professor of human systems engineering within The Polytechnic School of the Ira A. Fulton Schools of Engineering. Dr. Craig is a learning engineer with expertise in cognitive science, design science, and the science of learning (specifically learning technology). He has contributions at the intersection of psychology, education, and technology within the areas of multimedia learning, virtual environments, distributed learning as well as development and evaluation of learning technology within laboratory and applied settings. Dr. Craig is currently the Graduate Chair for the Human Systems Engineering Program and the University Senate Past President of the Polytechnic Campus.Rod Roscoehttps://search.asu.edu/profile/1809961Rod D. Roscoe is the Director of Inclusion for the ASU Learning Engineering Institute and he is an associate professor of human systems engineering in the Polytechnic School of the Ira A. Fulton Schools of Engineering, and was a Diane and Gary Tooker Professor of Effective Education in STEM. He is affiliate faculty of the Mary Lou Fulton Teachers College and a member of the Center for Human, Artificial Intelligence, and Robot Teaming (CHART). His research investigates how the intersection of learning science, computer science, user science, and equity science can inform effective and innovative educational technologies. He is also interested in how cognitive, metacognitive, and motivational learning processes can be scaffolded by educational technology. Recent work has explored inclusive language analytics and emphasizing inclusive approaches to assessment and AI in educationOther linksGoogle ScholarSLATE Lab Join the conversation at silverliningforlearning.org 

As activist and author Adrienne Maree Brown urges us, to “...fight for the future, get into the game, get dirty, get experimental…” – we need reimagined schools and public education now more than ever. Urgent problems like climate change, poverty, and global hunger require immediate, widespread, and collective action. They require a humane education that ensures all students are critical, empathic agents in their communities and on the global stage. A different world is possible if we overcome the distortion of our senses and see beyond broken systems. By setting our sights toward something new, we can reveal solutions that already exist today. What if we started by listening to students?That’s the question that lives at the heart of our professional development. At the core of every school are the students. We’re building a platform for educators, administrators, and families to connect with young people, breaking barriers toward learning and building engaging practices. Our process begins by working with multiple groups of young people of all age levels to learn about their hopes, dreams, and aspirations, connecting each to their school experience. We learn about what they love and wish could be improved.Human Restoration Project takes these conversations and analyzes them, utilizing a high-quality transcription and collaborative discussion tool from MIT-partner Cortico. This enables us to build a multi-day interactive, hands-on professional development model that not only provides the latest in research-driven practice, but is directly built on the aspirations of young people.Consistently, we find young people telling us the same issues that need addressed (which mirrors what we see in research):Classrooms need to be increasingly collaborative, hands-on, purpose-focused, and meaningful. They should be more active and less passive.Schools need to draw upon students’ lived experiences and with the assets of their local communities.Assignments and projects must aim toward an interdisciplinary focus, leading to increasingly authentic learning experiences.School is, well, boring. Reimagining education (see above) would lead to more engagement, higher academic achievement, and better social emotional health.There’s a mental health crisis, and school structures and systems are in-part to blame, and need to change.We’re former public school teachers and we understand that PD rarely feels worthwhile: only 29% of teachers say they are satisfied with their PD. We believe that the research-driven interactive, discussion-based model we are passionate about in our classrooms should also be how we learn with adults. Through a workshop model, educators co-design changes to their classroom.Through our work, we have led large scale focus-group analysis with young people and community members, directed workshops, embraced PBL and interdisciplinary learning, redesigned schedules and classrooms, and co-designed entire “schools-within-schools.” One thing remains consistent: the vast majority of educators and young people want and desire change. Imagining and building a better schooling system – a better future – isn’t naivety, it’s essential for a thriving world. Individual actions snowball and propagate through systems, and each act of service, each pushback, each classroom decision can fundamentally build a better future. It’s up to us to make that tomorrow a reality.Let’s restore humanity together.Human Restoration Project is a 501(c)3 nonprofit organization focused on restoring humanity to education: providing free resources to educators looking to make change, and working directly with schools to develop partnerships with young people, educators, and administrators in systems-based design.Guests:Nick Covington is a former high school Social Studies teacher in Iowa public schools and Creative Director of Human Restoration Project, who promotes progressive education across the board. Nick aims to reestablish the idea of what school could be to one of student-centered success that relies on their ideas and knowledge, instead of a dictated “future ready” curriculum.Chris McNutt is obsessed with the benefits of progressive education and wants a practical place to find everything, for free, under one roof (hence HRP!) He was a public high school digital media & design educator who centered his practice on experiential learning, purpose-driven pathways and community involvement. He is the Executive Director of Human Restoration Project. Join the conversation at silverliningforlearning.org 

SLL Ep. 160 | Hosts reflect on media, language and meaning making in an age of AI   Silver Lining for Learning is an ongoing conversation on the future of learning with educators and education leaders from across the globe. Hosted by Chris Dede, Curt Bonk, Punya Mishra & Yong Zhao, these conversations began under the “dark cloud” of the COVID19 crisis and continue today. We see these conversations as space to discuss the creation of equitable, humanistic and sustainable learning ecosystems that meet the needs of all learners. These  conversations are hosted live on YouTube every Saturday and are archived on https://silverliningforlearning.org Join the conversation at silverliningforlearning.org 

Are you wondering if your language needs a boost? Attend Episode #159 of Silver Lining for Learning and get some answers. In fact, in this episode, we will chat with Fabrício Cararro, speaker of 14 languages, and Lucas Bighetti, speaker of 16 languages, both originally from Brazil, who have started a language learning company called LanguageBoost. Their audience includes people who all-of-a-sudden are living abroad and need to learn the language of their new country or region as well as those who are planning or wanting to travel overseas. Other audiences include those needing to pass a language entrance exam, casual language learners, language hobbyists, and others. Learners from around the world have learned languages from Fabrício and Lucas using their unique methods to become conversational in a language of interest in an extremely short period of time. In this session, we will learn how YouTubers like them are using shared online video, blogs, interactive flashcards, generative AI, and other technologies to teach languages online. For instance, we will also discuss how Fabrício and Lucas have used ChatGPT to enhance their language instruction including their recent conversation about generative AI technology like ChatGPT with President Barack Obama. Along the way, we will find out what life is like for a polyglot and how long it takes Fabrício and Lucas to learn a new language. Russian anyone? How about Mandarin? Thai? Serbian? Finnish? Japanese? Attend this session and find out more.Fabrício Cararro, originally from Brazil, was a very curious child. The first moment he was faced with foreign languages was around 2nd or 3rd grade, when a couple of kids who studied in the same class with him started speaking English to each other. Their parents had a lot of money, so they could afford private English lessons. Fabrício felt admiration, but also a little bit of jealousy. He would also like to have a secret language to talk to other classmates and friends. Fabrício has always been interested in other countries and other cultures but could only speak some English. Everything started to change when he was 18. He got the chance to take an intensive Italian course in Brazil, which was a birthday gift from his godmother. At that moment, he saw that learning foreign languages was possible.Soon, Fabrício became a programmer, while keeping language learning as a hobby. However, the languages would keep calling him. So, when he was 27, he got a job in Europe and has not stopped traveling since then. On this journey, he learned from the world’s leading polyglots how people succeed in learning foreign languages, attended several polyglot conferences, and tested countless language learning methods. He can now speak 14 languages (at different levels). His current mission is to help people from all over the world to learn languages faster and more effectively, in order to show them it’s possible and for them to be able to reach their goals.Lucas Bighetti is a language enthusiast and polyglot who has dedicated his life to mastering multiple languages. Growing up in a monolingual family, he really struggled to learn languages at school, but decided to give himself a second chance. He conducted a lot of research and started implementing his own unorthodox methods for language learning. After realizing that the key to success was having a good method rather than natural talent, he began to thrive in his language studies. Today, Lucas speaks a total of 16 languages and uses his skills to help others learn languages more efficiently. He is a sought-after speaker at international events, where he shares his insights and experiences as a polyglot with audiences around the world. Through his work, Lucas is committed to helping others achieve their language learning goals and overcome the same challenges he once faced. He is passionate about sharing the techniques and strategies that have helped him succeed, and he is always seeking new opportunities to share his knowledge and inspire others to pursue their language learning dreams.LanguageBoost: https://languageboost.biz/LanguageBoost (About): https://languageboost.biz/about-us/ Join the conversation at silverliningforlearning.org 

Episode #158 will highlight a design-first approach to online and digital education taken at the University of Leeds in the UK. Two initiatives will be shared, Curriculum Redefined and the strategic growth of Online Learning. Jeff Grabill, Deputy Vice-Chancellor for Student Education at the University of Leeds, is leading on institutional change and an ambitious strategy to redefine the curriculum for an exceptional student experience. Margaret Korosec, Dean of Online and Digital Education at the University of Leeds, is leading on intentional design for fully online programmes and surfacing the transferability to campus and digitally enabled programmes. To build capacity and provide a reset for a design-first, programme level approach, Niels Floor was invited to facilitate a workshop on Learning Experience Design with a diverse group of academics, designers, technologists. We'll explore how this approach is one of several interventions to build an ecosystem of design at the institution and spark new ways of thinking about online and digital education, what key design principles apply, and how institutions can and should scale this support.Margaret Korosec is an innovative strategic leader bringing creativity, intentionality, and systems perspective to her leadership in scaling online and digital education. She is the Dean of Online and Digital Education at the University of Leeds in the United Kingdom leading on establishing a design ecosystem to support and scale online education and a digitally-enabled student experience. As part of her role, she has academic oversight of the Digital Education Service. The service provides specialist learning design, development, production, media, creative and learning systems management for online and digital education. She led the development of a digital learning accelerator, Helix; a creative space to encourage experimentation, iteration, and exploration fostering sense making of emergent technology and enabling radical internal and external collaboration.Online Educa Berlin Keynote: https://oeb.global/oeb-insights/OEB Interview with Margaret (Creating an Ecosystem of Design): https://oeb.global/oeb-insights/creating-an-ecosystem-of-design/Interview: Inside Track | Expanding online education at Leeds, June 20, 2023, Margaret Korosec, Dean of Online and Digital Education, shares a view on how online degrees support lifelong learning at Leeds.Jeff Grabill is Deputy Vice Chancellor for Student Education at the University of Leeds. Prior to joining the University of Leeds, Grabill was at Michigan State University (MSU) in the United States for nearly 20 years. He served Michigan State University as the Associate Provost for Teaching, Learning, and Technology. In that role, he was responsible for facilitating innovation in learning and educator professional development via his role as Director of the Hub for Innovation in Learning and Technology. Grabill’s research focuses on how digital writing is associated with citizenship and learning. That work has been located in community contexts, in museums, and in classrooms at both the K-12 and university levels. Grabill is also a co-founder of Drawbridge, an educational technology company.Book: Design for Change in Higher EducationCurriculum Redefined https://www.leeds.ac.uk/curriculum-redefinedNiels Floor, a Dutch LX Design pioneer, is the author of the new book: This is Learning Experience Design - What it is, how it works and why it matters. He is a pioneer in the field of Learning Experience Design (LXD/LX design). In fact, in May 2007, the term learning experience design was coined by him. At the time he started this website, mainly as a resource for the students he taught at Avans University of Applied Sciences in the Netherlands. Over the last couple of years there has been a growing interest in learning experience design. So now is the time to turn this website into a platform that supports and connects the global LX Design community. He is on a mission to apply, develop, and promote learning experience design (LXD) around the globe. He believes that well-designed learning experiences can improve people’s lives and contribute to a wise world.Homepage: https://www.lxd.org/nielsfloor/Book: https://lxd.org/lxdbook/LinkedIn: https://www.linkedin.com/in/nielsfloor/ Join the conversation at silverliningforlearning.org 

Episode 157 | The Little Bookmates Smart Library as a Literacy InitiativeThis episode will air on Saturday July 8, at noon EDT.The Little Bookmates Smart Library as a Literacy Initiative with Ariadna Trapote and Federico Suarez.If the large majority of printed books in the world are in many households’ bookshelves, why not share these effectively instead of having them sitting idly for 99% of the time? Through a subscription model, lean algorithms and hard copy books, Little Bookmates’ clients have already read more than 100k books across Mexico, Colombia and soon the US. What started as a small-scale enterprise in Ari’s house has grown into a franchise model with a powerful platform that can virtually turn any living room in the world into a book lending hub.In 2017, Ari and Fede created Little Bookmates. It works as a library at home for Mexican families. Our goal is to help families to create long-lasting memories by providing printed books in the native language to read with their children. We have found that, when kids read at home without the academic pressure, it’s more likely they will start reading for fun, which will result in a love of reading.Little Bookmates is a subscription business, where our algorithm assigns the right next books for each child, administered by our platform. Each month families receive their books at home and are rotated to new ones over the next month. So far, we have sent more than 100,000 books across Mexico, with an office space of less than 3 hundred square feet and higher book rotation than any public library in Mexico.  After the pandemic, we created franchises, so now we are still lending books but with zero office space.  That is how we can scale this model anywhere; we have an active franchise in Colombia and a pending one in Spain, in addition to the 4 operating in Mexico.This month we are starting our new endeavor focused on the US market: 311Literacy. Over 10 million Hispanic students in US public schools read below grade level. Research shows that 67% of students who cannot read proficiently by the end of 4th grade will end up in jail or welfare. We help kids to love to read, so they can read to learn. We do this through an integrated student-centered solution that sends a tailored series of bilingual books to their homes. Subscribers will also get support by mentors and an online reading platform with assessment tools. Through 311Literacy children are able to increase their reading abilities so they can have a brighter future, while teachers can be relieved of some of their work in personalizing instruction.More about our guests below the video https://youtu.be/9Ti-xU6kw8YReadings and Resources:Note from Publishing PerspectivesEpisode Guests Ariadna TrapoteBorn 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. Federico SuárezBorn and raised in Mexico City, Fede’s background in Engineering and his high energy have taken him across the entrepreneurial ecosystem. While studying engineering, Federico worked in camps as a staff member and rapidly became director and consultant for many camps in Mexico and abroad. He also launched a company serving them with doctors and health insurance.A bit later, he was pulled into the entrepreneurial ecosystem. As such, he expanded a smart mobility company across Latam that was acquired by BlaBlaCar. Subsequently he launched a couple of tech startups, one of which strove to measure reading. His passion for reading and learning resulted in his partnering with Ari; they have been working together for the last 6 years. Join the conversation at silverliningforlearning.org 

Preparing Children in Africa for a Fast-Changing World with  Ms Shirley Eadie, Ms Salome Wenyaa, and Ms Hana Yoshimoto The world is undergoing rapid changes across multiple sectors, driven by trends such as digitalization, migration, automation, and societal polarization, among others. This volatile and uncertain context presents society with complex and interconnected social, economic, environmental, and political challenges. These circumstances require a broad range of social, emotional, and cognitive competencies to successfully navigate and transform the world for a more just and sustainable future. In this context, there is growing recognition of the integral role that education can play in enabling young people to fulfill their individual potential and aspirations, to think critically about the world in which they live, and to participate meaningfully in society as empathetic, ethical citizens with a concern for the ‘common good’.In this episode, we are joined by Shirley, Salome, and Hana, who will share their experiences in developing a breadth of skills in students across Kenya, South Africa and other countries in that region, to better prepare them for the fast-changing world. Shirley will provide insights into efforts by the South African Education Ministry to incorporate a breadth of skills more deliberately and systematically in the taught curriculum in schools. Salome will share lessons learned in Kenya, following their transition to a competency-based curriculum in 2017. Hana will share how UNICEF is working in the region to collaborate with countries in designing and implementing the Life Skills and Citizenship Education (LSCE) framework.More about our guests below the video https://youtu.be/BuXmc_IUGFI Episode GuestsShirley Eadie (South Africa)Shirley Eadie founded and leads the EdHub, the Education Innovation Unit at the National Education Collaboration Trust (NECT ). Shirley is a technical advisor to the Department of Basic Education on their integration of skills and competencies for a changing world in basic education.Shirley has an M.Ed in International Education Policy from Harvard University. Her career has focused on education innovation and research. 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.Salome Wenyaa (Kenya)Salome Wenyaa  is a Regional Director Quality and Standards, Nairobi Ministry of Education, state Department  of Basic Education, Kenya. Salome is an expert in ECDE, Kiswahili, National Master Trainer of Trainers in Competency Based curriculum and Seasoned Quality Assurance and Standards.Salome has M.A Kiswahili and B.ed Arts from Kenyatta University. Her career has had a great impact in education  through policy development and dissemination. Before joining  civil service, Salome was a teacher as well as an examiner. Besides Education, Salome together with other stakeholders in resolving conflict and conserving the environment, mother 🌎Hana Yoshimoto (UNICEF, South Africa)Hana is Chief of Education at UNICEF South Africa, overseeing programmes related to Early Childhood Development, Quality, and Youth Skills Development. She is a former Regional Chief of Education at UNESCO Regional Bureau for Education in the Arab States and co-authored “COVID-19 Learning Losses: Rebuilding Quality Learning for All in the Middle East and North Africa” – a joint report by UNESCO, The World Bank, and UNICEF. Before UNESCO, she served as Chief Education at UNICEF Egypt and Somalia and as an Education Analyst at The World Bank HQ.Hana holds an M.A. in International Education and recently completed her Executive MBA at TRIUM Global EMBA Programme Join the conversation at silverliningforlearning.org 

SLL Ep 155 | Hosts reflect with Chris Dede, Curt Bonk & Yong Zhao Silver Lining for Learning is an ongoing conversation on the future of learning with educators and education leaders from across the globe. Hosted by Chris Dede, Curt Bonk, Punya Mishra & Yong Zhao, these conversations began under the “dark cloud” of the COVID19 crisis and continue today. We see these conversations as space to discuss the creation of equitable, humanistic and sustainable learning ecosystems that meet the needs of all learners. These conversations are hosted live on YouTube every Saturday (typically 5:30 PM Eastern US time) and are archived on https://silverliningforlearning.org Join the conversation at silverliningforlearning.org 

As Martin Weller argued in his insightful free and open book nearly a decade ago, we educators find ourselves in a battle for open. Many of us are contributing to the battle for openness by publishing in open access journals or making our various research reports free and open to the world. Alternatively, we might be contributing an open educational resource (OER) of some type or placing our courses online for anyone to access and learn from, and perhaps even gaining a credential of some type from successful exploration or participation in that course. Others of us are taking the next step in the war with commercial publishers and educational platform vendors by publishing entire books online for anyone to download, use, share, and perhaps even remix. Still others have found the courage, stamina, and dedication to publish a series of such open access educational books or research reports. And then there is Royce Kimmons from Brigham Young University (BYU) who has ingeniously designed and developed a website for free and open educational technology textbooks and journals called EdTechBooks. Royce, along with Rick West and Jason McDonald of BYU have been active in using, promoting, and sharing the award-winning project. Attend this Episode #154 of Silver Lining for Learning and hear stories about their successes, challenges, and work left to accomplish at EdTechBooks. During the hour, Rick, Royce, and Jason will discuss different educational technology topics and trends in some of their most popular books as well as books and journal issues on emerging technology trends and topics that are about to be published. Come learn about this liberating world of open educational resources.More resources and information about our guests below the videoResources:Jason K. McDonald, & West, Richard E. Design for Learning: Principles, Processes, and Praxis (1st ed.). EdTech Books. Available: https://edtechbooks.org/idRichard West, Editor, Foundations of Learning and Instructional Design Technology (second edition in process). https://edtechbooks.org/lidtfoundationsMcDonald, J. K. (2023). The future of the field is not design. In R. E. West, & H. Leary (Eds.), Foundations of learning and instructional designtechnology: Historical roots & current trends (2nd ed.). EdTech Books. Retrieved from https://edtechbooks.org/foundations_of_learn/the_future_of_the_field_is_not_designRichard E. West (@richardewest on twitter) is a professor of Instructional Psychology and Technology at Brigham Young University. He teaches courses in instructional technology, academic research and writing, creativity and innovation, design psychology, and product/program evaluation. He studies how to innovate and advance education through improved and open educational Content, strong learning Communities, and open Credentials that better recognize student learning. He has presented his research in 11 countries, and has over 150 academic publications, along with several open textbooks for undergraduate/graduate students in the field, including:Foundations of Learning and Instructional Design TechnologyDesign for Learning: Principles, Processes, and PraxisBecoming an LIDT ProfessionalFailing Forward: Stories of Academic Rejection and SuccesTeaching with Asynchronous Videos: Strategies for Online PractitionersOpen AIMS: Assessments, Instruments, and Measurements for Educational ResearchHis personal website is http://richardewest.com. Rick's University homepage is at: https://education.byu.edu/directory/view/richardwest.com and his Google Scholar page is at https://scholar.google.com/citations?user=KZP3yKEAAAAJ. Rick can be contacted at rickwest@byu.edu.Jason McDonald is currently Professor of Instructional Psychology & Technology at BYU, having started in Fall 2016. He also received his PhD from BYU in Instructional Psychology & Technology in 2006. He currently teaches Introduction to Instructional Design, Project Management, Advanced Instructional Design, Design Theory and Learning Theory. He brings over twenty years of experience in industry and academia, with a career spanning a wide variety of roles connected to instructional design: face-to-face training; faculty development; corporate eLearning; story development for instructional films; and museum/exhibit design. He gained this experience as a university instructional designer; an executive for a large, international non-profit; a digital product director for a publishing company; and as an independent consultant. Dr. McDonald's research focuses on advancing design practice and design education. He studies design as an expression of certain types of relationships with others and with the world, how designers experience rich and authentic ways of being human, the contingent and changeable nature of design, and design as a human accomplishment (meaning how design is not a natural process but is created by designers and so is open to continually being recreated by designers). At BYU, Dr. McDonald has taught courses in instructional design, media and culture change, project management, learning psychology, and design theory. His work can be found at https://jkmcdonald.com/ and university page is at https://innovation.byu.edu/directory/jason-mcdonald and https://education.byu.edu/directory/view/jason-mcdonald. He can be contacted at jason@byu.Royce Kimmons received his Ph.D. in Instructional Technology / Learning Technologies within the curriculum and instruction department at the University of Texas at Austin in 2012. He is currently an Associate Professor of Instructional Psychology and Technology at Brigham Young University where he studies technology integration in K-12/higher education, open education, and social media. His personal homepage is: http://roycekimmons.com/ and his faculty website at BYU is at https://education.byu.edu/directory/view/royce-kimmons. He can be contacted at  nope@roycekimmons@byu.edu. Join the conversation at silverliningforlearning.org