Silver Lining for Learning

Gilly Salmon is a leader in online learning, e-learning, and blended learning, having spent 30 years in the university sector in the UK and Australia as Professor and Pro Vice-Chancellor.  She is founder and C.E.O of Education Alchemists Ltd; a company formed around her life’s work of Carpe Diem learning design methodology, pedagogical transformation, online teaching, technology enhanced learning, the 5 stage model, and e-tivities.  In this episode Dr. Salmon discusses four possibilities for an education world post-pandemic, including (1) restore, (2) adapt, (3) evolve, and (4) transform as well as her five stage model of online teaching and e-moderating. Join the conversation at silverliningforlearning.org 

Hosts reflect on the past 4 episodes (#62-65) with special guest Scott McLeod.  Episode 62 | Participatory creativity with Vlad Glaveanu & Edward ClappEpisode 63 | Let children play with Pasi Sahlberg & Alex HarperEpisode 64 | Self-directed learning with Peter Gray and Bria BloomEpisode 65 | Innovative Learning at Massive Scale: Let’s nQuire about the Future of FutureLearnDiscussion topics include the halo effect, creativity in schools, deeper learning, as well as the future of learning. Join the conversation at silverliningforlearning.org 

FutureLearn from the Open University (OU) in the UK offers a unique example of how massive open online courses (MOOCs) can be designed for active and engaging learning.  Mike Sharples, the former Academic Lead of FutureLearn, joins us to discuss the purposeful design of FutureLearn toward social learning, which involves inquiry and discussions as central to the pedagogical design of the platform.  We additionally talk about citizen inquiry, mobile learning, online learning, science education, human-centered design of personal technologies, innovative pedagogy, artificial intelligence, cognitive science, MOOC design, and much more.    Join the conversation at silverliningforlearning.org 

Children come into the world with an instinctive drive to play, explore, and learn. These drives are shaped by our evolutionary past to make us who we are. Schooling, in contrast, suppresses these drives through one-size fits all curricula and a predetermined age-constrained progression. This begs the question, what would learning look like if the emphasis were on students driving the learning, setting their own goals, and working towards achieving them? This is the idea of self-directed learning. A self-directed education encourages students to play and explore, allowing their natural instincts, curiosity, and drives to flourish.In this episode, we will speak with Peter Gray, research professor of psychology at Boston College as well as contributor to Psychology Today  blog Freedom to Learn, and Bria Bloom, a born and raised unschooler as well as the Executive Director of the Alliance for Self-Directed Education to explore the theories of human nature and evolution that drive this approach, whether self-directed learning can work for all learners, and understand  what unschooling looks like and how it can function in the world we live in today.   Join the conversation at silverliningforlearning.org 

Play is essential for child development but is not always encouraged within formal educational settings. Increasingly, children are losing the freedom, time, and space for play. They are under more adult supervision and play itself is becoming structured. At school, play is pushed aside for more formal academic content. In this episode, we have invited Pasi Sahlberg, a Professor of Education Policy at the University of New South Wales in Sydney, and coauthor of Let the Children Play: Why more play will save our schools and help children thrive (with William Doyle, 2019) alongside Alexandra Harper, an accomplished practitioner and leader in the early childhood, primary and tertiary sectors across government and independent systems to talk about the importance of play in education systems.  Join the conversation at silverliningforlearning.org 

The role of creativity in education has always been deemed necessary and important. In this episode, we discuss a new framework of viewing creativity as a participatory process in which creativity is a result of an interaction between elements, distributed across social, cultural, psychological, temporal, and material elements. Rather than defining certain individuals as ‘creative,’ the participatory creativity framework proposes a more democratic approach to creativity, empowering individuals to create and find agency within an evolving process. We are joined by guest speakers Dr. Vlad P. Glăveanu, Associate Professor and Head of the Department of Psychology and Counseling at Webster University Geneva, Associate Professor II at the Centre for the Science of Learning and Technology (SLATE), and Edward P. Clapp, Ed.D. a Principal Investigator at Project Zero of the Harvard Graduate School of Education.   Join the conversation at silverliningforlearning.org 

Hosts Chris Dede, Curt Bonk, Punya Mishra & Yong Zhao gather to reflect on the past five episodes (#57-#60) and provide commentary.Episode 60 | Transforming Higher Education Policy and Practice for the Global Common GoodEpisode 59 | It’s Time to be Inclusive and Include UDLEpisode 58 | Unpacking the Digitization and Datafication of Education: Thoughts from Finland and BeyondEpisode 57 | Technology in Special Education and the National Center for Innovation, Design, and Digital LearningEpisode 56 | Welcome to the Wonderful World of Openness  Conversation topics include remote learning, brand recognition, and the power of Universal Design for Learning (UDL). Join the conversation at silverliningforlearning.org 

Uliana Furiv, Associate Project Officer at the UNESCO International Institute for Educational Planning, will discuss how flexibility has been important both during COVID-19 and before for enhancing the resilience of education systems. During the discussion, Uliana will share some good practices regarding promising policy options for creating more flexibility in higher education, as well as share some experiences of eight countries that have developed effective policies at both national and decentralised levels.Trine Jensen, Manager of Higher Education & Digital Transformation at the International Association of Universities, will discuss changes she has observed while developing a new IAU Policy Statement: Transforming Higher Education for the Common Global Good in a Digital World. Although the initial draft of the statement was prepared prior to the pandemic, the accelerated digital transformation during the pandemic highlights the importance of this work and key issues at stake for the future of higher education. Join the conversation at silverliningforlearning.org 

Have you heard colleagues talk about University Design for Learning (UDL) and wonder what it is? Are you charged with developing training in your organization or institution related to UDL? Perhaps you are interested in developing online courses that take into account UDL. Knowing this is a global, if not universal, concern, Elizabeth (Betsy) Dalton and Susie Gronseth edited a book with 47 chapters and nearly 90 contributors, Universal Access Through Inclusive Instructional Design: International Perspectives on UDL, that was published by Routledge in 2020. In the show, they will be joined by chapter authors from South Africa and Chile who will share their perspectives on how universally designed programs and instruction is happening in their parts of the world, some strategies and tools that they have found helpful in their UDL journey, and the persisting issues they continue to face as they work to achieve the goal of inclusive education. Without a doubt, Episode #59 should be a highly enjoyable and informative session. Yes, it is time Silver Lining for Learning included an episode on UDL. Join the conversation at silverliningforlearning.org 

Is “the world” still open? Why does it sometimes feel that the digitalization of education, datafication, and digital learning platforms raise new impossibilities and paradoxes? For example, can we really claim to educate self-directed 21st century learners when we increase datafication and online platform surveillance? These are some of the questions the Critical Applied Research of Digitalization in Education (CARDE) research group in Tampere, Finland is exploring with educators and researchers around the world. The mission of CARDE (about) is “Promoting deeper understanding of digitalization in education through critical applied research.” Research conducted at CARDE is international and informed by critical theory and critical pedagogy. It is also intended to connect and unite people around the planet with similar aims and goals. Learn about the mission of CARDE (about), current status, and the results to date from two of the founders as well as three CARDE research team members and students. Join the conversation at silverliningforlearning.org