Épisodes

  • From Episodes to Insights: Analyzing Silver Lining for Learning

    From Episodes to Insights: Analyzing Silver Lining for Learning
    May 17 2026
    Over six years, Silver Lining for Learning (SLL) has explored powerful ideas about learning, technology, and educational change. In this episode, faculty and graduate students from the University of Houston share a collaborative inquiry project in which they mined the SLL podcast archive for recurring themes emerging across diverse educational contexts worldwide. The project was collaboratively developed by Dr. Susie Gronseth, Clinical Professor at the University of Houston (UH), and Kelly Davis, a doctoral candidate in Learning, Design, and Technology at UH, in collaboration with Dr. Curt Bonk of Indiana University. Using Dr. Punya Mishra’s Analyzing Silver Lining for Learning AI exploration tool (https://punyamishra.com/sll/), small groups of students analyzed clusters of episodes connected to major topics in online and digital learning, including AI and emerging technologies, equity and access, student voice, social-emotional learning and wellbeing, technology as an enabler, and the reimagining of educational systems. Across the groups, themes emerged regarding learner-centered design, technology as both an opportunity and a risk, global collaboration, human connection, inclusive instructional design, student agency, teacher empowerment, and the continuing importance of pedagogy over technology itself. In this conversation, the guests and hosts reflect on both the findings that emerged from the podcast analysis and the learning process itself, in which examining conversations within the podcast illuminates larger questions about the future of learning. About our guests: Dr. Susie Gronseth Linkedin: https://www.linkedin.com/in/susiegronseth/Google Scholar: https://scholar.google.com/citations?user=408 Dr. Susie L. Gronseth is a Clinical Professor in the Learning, Design, and Technology (LDT) program at the University of Houston (UH), where she has taught since 2012. She is affiliate faculty in UH Population Health, the Human Centered AI Institute of the C.T. Bauer College of Business, and the Humana Integrated Health Systems Science Institute in the Tilman J. Fertitta Family College of Medicine. She will be joining the faculty of Texas A&M University as Associate Professor in the Learning Technology Performance Systems program in fall 2026. With a PhD in Instructional Systems Technology from Indiana University, she focuses her research on the intersection of artificial intelligence and instructional design, exploring how AI/ML can support personalized learning, address health disparities, and enhance STEM education. She co-directs the Laboratory for Innovative Technology in Education and has secured funding from the NIH, NSF, and Department of Education. Beyond research, she has developed over 20 courses, served as President of the UH Faculty Senate, led graduate programs in the LDT program area, and contributed to major initiatives, including UH's pandemic-era shift to online teaching and the health coaching certificate program. Her scholarly impact is reflected in publications in top journals like the International Journal of Educational Technology in Higher Education and Computers & Education, over 200 conference presentations, and a co-edited book on universal design for learning—one of the first internationally focused texts on the topic. She serves as Deputy Editor of the International Journal on Universal Design and Universal Design for Learning, a member of the Development section editorial board of Educational Technology Research and Development, and co-chair of the scientific committee of the International Conference on Education Quality in Morocco. Her work has earned numerous honors, including the ISTE Online Learning Network Award, multiple UH President's and teaching excellence awards, the Indiana University Distinguished Alumni Award, and induction into Phi Kappa Phi in 2023. Paola Esquivel Paola Esquivel-Gallegos is an M.Ed. student in Curriculum and Instruction at the University of Houston, specializing in Learning, Design, and Technology. Her work explores the development of a UX-based curriculum for high school students, focusing on how human-centered design can support more engaging learning experiences. With a background in architecture and UX design, she brings a systems perspective to her work, creating interactive and student-centered learning experiences. She is particularly interested in how practices like user research and iteration can inform instructional design. Garrett Ward Garrett Ward is an educational game designer working in virtual production and a recent graduate of the University of Houston’s M.Ed. LDT program. During his studies, he served as the founding Studio Director of Coog Interactive—UH’s game development club—and was a graduate research assistant for the CougAR Lab, UH’s internationally recognized AR/VR research and development lab. In addition, he is a certified Scrum Master, Product Owner, Project Manager, and Permaculture Designer. ...
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    1 h et 2 min
  • Democratic Schools and Learning Environments: A Global Perspective

    Democratic Schools and Learning Environments: A Global Perspective
    May 9 2026
    Episode 271: Democratic Schools and learning environments: A global perspective Linda Nathan, Jonathan Mendonca, Gus Rojas Ayala are the co-editors of the book “Designing Democratic Schools and Learning Environments”. Through the book they study 38 schools from 14 countries and have developed a framework to study and create schools that develop a deep sense of participation, compassion, and civic responsibility in our future generations. Linda, Jonathan and Gustavo met in the Harvard Graduate School of Education. Linda was their professor with many years of experience designing and establishing democratic schools. Jonathan had extensive experience in India working at the grassroots with over 100,000 schools and Gustavo from Mexico led one of the country's most influential education policy think-tanks. Seeing the need and the potential of democratic across their contexts they decided to embark on the journey to produce a book about democratic education initiatives across the world. This book is structured on a framework that emerged through the study of practice across many schools and the co-editors first hand experiences. The framework helps study and design democratic education, which comprises four pillars: Democratic education emphasizes the open flow of ideas, choices, and perspectives, regardless of their popularityDemocratic education holds students and all educators to high expectations while respecting students’ and educators’intersectional identities and varied cultural values and beliefs.Democratic education supports and interrogates the “common good” through critical and compassionate dialogue, active listening, and critical reflection to arrive at consensus and compromise.Democratic education is built upon collective decision-making structures with students, families, educators, and community members in order to solve theirs and society’s most urgent challenges.There is now a 5th pillar: Democratic resilience which includes four intertwined dimensions: a shared purpose and analysis of power that explains why democratic education matters and whom it serves;relationships of trust that act as the cement between the other pillars;the resilience and renewal of educators, without whom no democratic practice can endure; andstructural supports—networks, legitimacy, and alliances—that connect individual schools to something larger than themselves. About our guests: Linda F. Nathan, Ed.D. Linda F. Nathan is a Lecturer at the Harvard Graduate School of Education and Cambridge College, Puerto Rico, where she teaches courses on designing democratic schools and organizational change. With decades of experience in education, Linda brings deep expertise in founding and leading schools and nonprofits to her teaching and leadership coaching, supporting educators both nationally and internationally. She was the founding principal of Boston Arts Academy—the city’s first public high school for the visual and performing arts—as well as the co-director of Fenway High School and founder of the Tobin Bilingual Middle School for the Arts. Linda has also established three nonprofits focused on arts advocacy, youth development, education reform, and creativity. As the co-founder and co-director of the Perrone Sizer Institute for Creative Leadership, she has helped prepare hundreds of educators for leadership roles in schools and nonprofits. Linda is the author of The Hardest Questions Aren’t on the Test and When Grit Isn’t Enough, and co-editor of Designing Democratic Schools and Democratic Learning Environments: A Global Perspective. Her forthcoming book Democratic Schools Matter will be published in October 2026. She regularly shares reflections and resources on her blog. Linda holds a Doctor of Education degree from Harvard University, Master’s degrees from Emerson College and Antioch University, and a Bachelor of Arts from the University of California, Berkeley. Jonathan F. Mendonca is the Co-founder of Human Studios is a global consultancy that helps schools and education organizations rethink learning and practically integrate technology in meaningful, responsible ways. He is also the Co-founder of The Unifly Collective, a non-profit that builds school leadership for the twenty-first century across over 130,000 schools in India. He has served as an educator, author, institute builder and policy advocate. Jonathan designed Rehnuma, the world's first incubator for school principals, helping them rapidly increase the pace of school improvement and amplify their impact to influence implementation across their region. From grassroots implementation to policy, he brings a human-centred and systems-driven approach to complex school challenges. Jonathan holds a degree in International Education Policy from the Harvard Graduate School of Education and was awarded the New World Social Innovation Fellowship by the Harvard Kennedy School for his efforts toward systemic social change. He ...
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    1 h
  • Reimagining Computing Education in the Age of Generative AI

    Reimagining Computing Education in the Age of Generative AI
    May 6 2026
    Professor Mark Guzdial from the University of Michigan reminds us that field of “computer science” was first invented as a discipline or subject matter area that everyone should be taught. At the time, leading scholars deemed it vital to learn about computer science since it could facilitate the learning of other subjects and emerging disciplines. In addition, it could help reduce to obvious inherent danger in have such a powerful technology controlled by a select few people. Such concerns are not unlike those found in the myriad conversations today about generative forms of artificial intelligence (AI). As Guzdial has lamented, computing education, unfortunately, has not become a democratizing force that was first imagined some six decades ago in the 1960’s. Fast forward to the Year 2026 and computer science has a much narrower connotation than originally hoped leading to a world wherein only a privileged few truly understand and contribute to the world of computer science and computing education. Mark Guzdial pines for the original visions of the field and the more general goals for society. However, that would require changing how we teach about computing and what we mean when we refer to computer “programming.” With the ideas and insights of Mark Guzdial, in Episode #269 of Silver Lining for Learning (SLL), we will learn about the history of computing education. Mark will also inform us about a new initiative underway at the University of Michigan to develop computing education for those in the liberal Arts and Sciences; in the process, he will help us expand the common views and possibilities for computer education and computer science. In addition, Mark will be joined by his University of Michigan colleague, Barbara Ericson, who will discuss how instructors who teach programming classes are grappling with fast emerging technology like generative AI. As she has observed, students who are weaker in computer science are more likely to utilize and over rely on generative AI for their code production and other computer science related tasks without actually reflecting on the process or the results. The limited cognitive effort that results is quite alarming. In response, Dr. Ericson will share how innovative pedagogy with free and interactive ebooks, mixed-up code (Parsons) problems, forms of peer instruction, Process Oriented Guided Inquiry Learning (POGIL), and open-ended projects can make the learning of computer science more active, socially engaging, and collaborative where students are encouraged to think deeply and connect seemingly disparate ideas in this age of generative AI. Mark Guzdial’s Bio: Mark Guzdial is a Professor in Computer Science & Engineering and Director of the Program in Computing for the Arts and Sciences at the University of Michigan. He studies how people come to understand computing and how to make that more effective. He was one of the founders of the International Computing Education Research conference. He was a lead on the NSF alliance “Expanding Computing Education Pathways” which helped US states improve and broaden their computing education. He received the 2019 ACM SIGCSE Outstanding Contributions to Education award. With his wife and colleague, Barbara Ericson, he received the 2010 ACM Karl V. Karlstrom Outstanding Educator award. He is a Fellow of the ACM and of AAAS. He has recently completed the second edition of Learner-Centered Design of Computing Education: Research on Computing for Everyone. Google Scholar: https://scholar.google.com/citations?user=iQV2L2IAAAAJ&hl=enHomepage: https://guzdial.engin.umich.edu/CV: https://guzdial.engin.umich.edu/wp-content/uploads/sites/402/2023/06/Guzdial-March2023.pdfLinkedIn: https://www.linkedin.com/in/mark-guzdial-9a33851/ Barbara Ericson’s Bio: Dr. Ericson got her PhD in Human Centered Computing in 2018 from Georgia Tech and is now an Associate Professor at the University of Michigan. She applies research results from educational psychology to help students learn to program. She creates free and interactive ebooks with new types of practice problems including some that leverage generative AI. Dr. Ericson is part of the Generative AI in CS Education Consortium and helped create materials for free CS1 and CS2 courses that leverage AI. She won the 2022 ACM SGICSE Award for Outstanding Contributions to Computer Science Education. She is also a distinguished member of the ACM. Homepage: https://www.si.umich.edu/people/barbara-ericsonGoogle Scholar: https://scholar.google.com/citations?user=AHXNTMgAAAAJ&hl=enLinkedIn: https://www.linkedin.com/in/barbara-ericson-3bb6779/ Join the conversation at silverliningforlearning.org
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    1 h et 5 min
  • Still Searching for the NSSE? Reflections on the National Survey of Student Engagement

    Still Searching for the NSSE? Reflections on the National Survey of Student Engagement
    Apr 26 2026
    Episode #269 | Still Searching for the NSSE? Reflections on the National Survey of Student Engagement will be recorded on April 24, 2026 at 11 am (EDT). Every week and sometimes each day. we encounter debates about student engagement and overall learning experiences in higher education. Just open the Chronicle of Higher Education, Inside Higher Ed, the Conversation, the New York Times, the Guardian, etc. It does not matter which news resource you are wedded to, there will be someone penning an article that bemoans the passive participation of students in schools, colleges, and universities and any educational setting or environment. And such articles have become even more pervasive in their digital leanring age. Is there data out there that addresses such concerns and debates? Fortunately, there is. In fact, for over two decades, the National Survey of Student Engagement developed and administered at Indiana University (IU) (https://nsse.indiana.edu/nsse/index.html) has collected important information from hundreds of four-year colleges and universities about the first-year and senior students' participation in various programs and activities provided for personal learning and development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college. The NSSE team gathers such data each year from its student survey, The College Student Report. Watch or listen to Episode #269 and learn about the history of the NSSE as well as the current objectives and expanded uses of it. We will also discuss the Center for Postsecondary Research at IU. This panel will include the original developer of the NSSE, Dr. George Kuh, as well as Dr. Leonard Taylor who is currently the Director of the National Survey of Student Engagement (NSSE). Also on this episode of SLL will be Dr. Jillian Kinzie, the Associate Director of the National Survey of Student Engagement (NSSE) in the Center for Postsecondary Research in the Indiana University School of Education. Dr. George Kuh is Chancellor's Professor Emeritus of Higher Education at Indiana University (IU). George founded IU’s Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) and related instruments for law students, beginning college students, and faculty. He also is the founding director of the National Institute for Learning Outcomes Assessment (NILOA) as well as the Strategic National Arts Alumni Project (SNAAP), the first-ever in-depth look at the factors that help or hinder the careers of graduates of arts-intensive training high schools and postsecondary institutions. At Indiana University, he served as chairperson of the department of educational leadership and policy studies (1982-84), associate dean for academic affairs in the School of Education (1985-88), and associate dean of the faculties for the Bloomington campus (1997-2000). Dr. Jillian Kinzie is Associate Director, National Survey of Student Engagement (NSSE), Center for Postsecondary Research, Indiana University School of Education. She conducts research and leads project activities on effective use of student engagement data to improve educational quality, and serves as senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project. She is co-author of Transforming Academic Culture & Curriculum: Integrating and Scaffolding Research Throughout Undergraduate Education (2024), Radical Reimagining for Student Success (2023), Delivering on the Promise of High-Impact Practices: Research and Models for Achieving Equity, Fidelity, Impact and Scale (2022), Assessment in Student Affairs (2016), Using Evidence of Student Learning to Improve Higher Education (2015), Student Success in College (2005/2010), and One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (2008/2014). She was awarded the NASPA George D. Kuh Outstanding Contribution to Research in 2024 and received the Robert J. Menges Honored Presentation by the Professional Organizational Development (POD) Network in 2005 and 2011. Kinzie earned her PhD from Indiana University in higher education with a minor in women’s studies. Prior to this, she served on the faculty of Indiana University and coordinated the master’s program in higher education and student affairs. She also worked in academic and student affairs at Miami University and Case Western Reserve University. Dr. Leonard Taylor is the Director of the National Survey of Student Engagement (NSSE). Dr. Taylor’s research focuses on investigating and improving how student success commitments are enacted at higher education institutions. Using various organizational theories and methodological approaches, he works to understand and interrogate how administrators, faculty and staff members, and other post-secondary stakeholders use research, data and promising practices to enhance post-secondary outcomes. His work has been funded ...
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    1 h et 5 min
  • From Learners to Co-Creators, Rethinking AI Education at Thunderbird

    From Learners to Co-Creators, Rethinking AI Education at Thunderbird
    Apr 4 2026
    How can students move beyond learning about AI to actively shaping it? In this episode, Kellie Kreiser and Euvin Naidoo share how the Thunderbird School of Global Management at ASU is engaging students as co-creators of AI tools, research, and real-world applications. As Generative AI (GenAI) rapidly reshapes industries and knowledge work, educational institutions face a critical question: should students be trained to use AI, or empowered to help build and define its role in society? At Thunderbird School of Global Management at ASU, a new model is emerging, one that positions students not just as learners but as active contributors to the evolving AI ecosystem. In this conversation, Kellie Kreiser and Euvin Naidoo discuss a series of initiatives that bring this philosophy to life. These include a recent AI conference and hackathon where students used AI tools to rapidly develop case studies in high-stakes contexts; the Principled Innovation for Global AI Fellows program, where students collaborate with faculty on research into the ethical and practical dimensions of AI; and student-led workshops that teach peers how to integrate AI into their career development processes. Looking ahead, they also introduce the concept of an “AI Hatchery,” a model that connects students with real-world AI projects, providing training, tools, and opportunities to build solutions with real impact. The discussion will also focus on the Thunderbird Case Lab, its newly released Global AI Case Collection announced at the annual Thunderbird AI Case Conference, and the planned new immersions for global educators on “Teaching with AI”. Together, these efforts reflect a broader shift: from teaching AI as a subject to embedding it as a participatory, practice-based experience. This conversation explores what it means to design learning environments where students are not just prepared for the future, but are actively shaping it. About our guests: Kellie Kreiser Kellie Kreiser is Executive Director of Global Impact and AI at Thunderbird School of Global Management at Arizona State University. She leads initiatives that integrate artificial intelligence into global education, workforce development, and social impact programs. Over nearly two decades at Thunderbird, she has designed and scaled programs that have reached more than 285,000 learners across 180+ countries, often in partnership with organizations such as Goldman Sachs, the U.S. Department of State, and the Inter-American Development Bank. Her work focuses on building platforms and partnerships that expand access to entrepreneurship, education, and opportunity worldwide. She is currently pursuing a PhD at Arizona State University, where her research explores the intersection of AI, creativity, and emerging technology adoption. https://www.linkedin.com/in/kelliekreiser/ Euvin Naidoo Euvin Naidoo is Distinguished Professor of Practice in Global Accounting, Risk and Agility at the Thunderbird School of Global Management at Arizona State University. He teaches financial reporting and controls (Accounting) and leads one of the school’s flagship programs on artificial intelligence and the future of work. He also serves as Chairman of Thunderbird’s Curriculum and Learning Outcomes Committee (CLOC) and directs the award-winning Thunderbird Case Series and Lab, which, under his leadership, has been ranked Top 10 in the US and Top 20 globally for the past three years in a row. Prior to joining Thunderbird, Euvin served on the full-time faculty at Harvard Business School, his alma mater, where he pioneered the school’s first Agile Short Intensive Programs focused on best practices for enterprise-wide agile transformations. A global consulting and banking veteran, Naidoo brings deep industry experience to shape programs—he was previously a Partner and Managing Director at the Boston Consulting Group, co-leading banking, insurance, and public sector practices across Africa, and served on the senior leadership team at Barclays Africa as Head of Strategy, supporting and helping manage a 10+ country banking ecosystem across retail, business, investment and private banking. In 2024, Prof. Naidoo received the global award from the UK’s Case Centre for Outstanding Professor for Case Teaching, recognizing the world’s most innovative management and business school professors in the classroom. In 2025, he was recognized by Poets & Quants as one of the Top 50 Best Undergraduate Business Professors globally. Selected as a Young Global Leader by the World Economic Forum, he has served two terms on the WEF's US Global Agenda Council focused on supporting US competitiveness across education, energy, and digital innovation, and most recently on the WEF's Global Future Council on the Future of Job Creation, examining the impact of AI and other frontier technologies across sectors. https://poetsandquants.com/2025/12/21/the-50-best-undergraduate-business-school-professors-of-2025...
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    1 h et 4 min
  • Exploring Students Exploring in a "Week Without Walls"

    Exploring Students Exploring in a "Week Without Walls"
    Mar 30 2026

    As we start off our seventh season of Silver Lining for Learning (SLL), it is important to reflect back on all of our episodes to date. One of the SLL Co-Hosts, Punya Mishra from ASU did just that. He partnered with Claude to analyze our six years of podcasting and look for themes and trends over time. Take a look: Analyzing Silver Lining for Learning: Conversations on the Future of Learning; See https://punyamishra.com/sll/.

    In addition, Punya brilliantly posted an additional reflection this past Saturday March 21 on the 6-year journey of Silver Lining for Learning (using some of the data generated by Claude). His blog post was titled, “Six Years, 266 Episodes, and One Persistent Question,” March 21, 2026, by Punya Mishra; https://punyamishra.com/2026/03/21/six-years-264-episodes-and-one-persistent-question/. Notably, SLL has had over 500 guests from 30+ countries and 265 shows during the past 6 years. These shows have generated 2.6 million words.

    In Episode #267 of Silver, we continue our journey into Year #7 of Silver Lining for Learning. In particular, we will talk to students and teachers in a secondary school in Jeju Island, Korea about their a week-long educational program called a “Week Without Walls” (WWW).

    A Week Without Walls is an annual program which allows students to step out of their traditional student roles in 4-walled classrooms and begin to engage in experiential, hands-on learning. Week Without Walls is one part community service, and one part adventure learning in outdoor learning environments. It is also one part a cultural immersion program which is intended to foster life skills like teamwork and collaboration, empathy and global perspective taking, resilience, self-directed learning, and overall personal growth and perhaps even transformation. Recently, there have been many different locations and environments for students to choose from for their adventures including Chiang Mai, Thailand, Japan, Bali, Indonesia, Italy, etc.

    One of the people we will talk with during the hour is Tim Bray. A decade ago, he was Director of EdTech at a school in Incheon, Korea where he established the first Educational Technology Department. From 2020-2022, Tim was the Director of Professional Development at Cheongna Dalton School in the Seo district in Incheon, Korea. In 2022, Tim was an International Principal at Westview Cambodian International School in Phnom Penh, Cambodia. Next, he was appointed Founding Principal of American STEM Prep (ASP) Daegu in South Korea where he served from 2022-2024. Currently, Tim Bray is Director of Technology at St. Johnsbury Academy, Jeju Island, Korea. He can be contacted via LinkedIn.

    With several students and teachers from St. Johnsbury Academy in Jeju Island, this promises to be a rich and exciting show.

    Week Without Walls (WWW): https://weareworldchallenge.com/international/week-without-walls/

    Join the conversation at silverliningforlearning.org

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    1 h et 7 min
  • Celebrating 6 years of Silver Lining for Learning

    Celebrating 6 years of Silver Lining for Learning
    Mar 22 2026

    Celebrating 6 years of Silver Lining for Learning

    Join the conversation at silverliningforlearning.org

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    1 h et 4 min
  • Pioneering People with a Pioneering Book from the Pioneer Institute

    Pioneering People with a Pioneering Book from the Pioneer Institute
    Mar 9 2026
    At some point in your lives, you likely wanted to be a pioneer at something and you likely wanted it to be impactful. In this episode of Silver Lining for Learning, we are joined by three online learning pioneers and digital education leaders, Julie Young, Julie Petersen, and Kay Johnson. Notably, in 1997, Julie Young was the founding President and CEO of Florida Virtual School; one of the largest virtual schools in North America. The three of them will discuss their new book, "Virtual Schools, Actual Learning: Digital Education in America published in November 2025 by the Pioneer Institute. This edited book attempts to uncover what works and what falls short in the online learning arena; in particular, in digital K-12 education. Their overarching learning philosophy is a learner-centered one. And their advice is directed at a range of stakeholders including those forming policies, educators teaching online courses, families making decisions about online education, students thinking about enrolling in online courses, and others in the online education landscape. Importantly, these three pioneers have a wealth of knowledge and experience to draw upon as they trace the rapid evolution of online learning over the past three decades from early forms of distance learning to the increasingly complex and multifaceted hybrid and HyFlex models. They have come to the conclusion that the most effective and powerful forms of online education rely on thoughtful pedagogical and instructional design practices. Listen or watch this episode and discover the possible achievements of learners in online educational environments as well as the many challenges and limitations. Julie Young is an edupreneur, an educator, innovator, and visionary leader renowned for pioneering virtual, blended, and technology-enhanced learning models. As founding President and CEO of Florida Virtual School in 1997, Young didn't just embrace virtual schooling, she helped create an entire industry. Over 17 years, she transformed FLVS from a startup serving 77 students with a $200,000 grant into the largest state virtual school in the US, reaching over 2 million students globally. Her work established Florida as the epicenter of virtual school innovation and set precedents for digital education that continue shaping the field today. She went on to serve as a VP at Arizona State University. In that role, she served as CEO and Senior Advisor to ASU Prep Academy, founding ASU Prep Digital and ASU Prep Global. Her north star is and always has been designing learning models that put the student at the center of every decision. Today, she leads Julie Young Education LLC, partnering with and advising organizations on educational innovation and strategic initiatives. Julie Petersen (Co-Editor) is a freelance writer and editor based in California. As a former nonprofit communications director and journalist, her work has been published by Stanford Social Innovation Review, Harvard Education Press, EdSurge, and Education Next. Julie began her career as a venture capital reporter for Red Herring Magazine, where her print cover story on educational technology was featured in Best Business Stories of the Year. She went on to lead communications at venture philanthropy firm NewSchools Venture Fund. Since 2012, Petersen has written and edited papers, articles, case studies, strategic plans, grant proposals, impact reports, and other publications in partnership with more than 40 education nonprofits, companies, philanthropists, and government agencies. Julie holds a bachelor’s degree in English from Vanderbilt University and a master’s degree from the Medill School of Journalism at Northwestern University. Kay Johnson (Co-Editor) is a strategic communications leader with over two decades of experience at the intersection of education, policy, and innovation. She has supported national initiatives that shaped the early growth of online learning, including legislative efforts that led to the first statewide virtual school funded through public education dollars. Kay has led executive communications, research, and thought leadership for education organizations across the K–12 and higher education spectrum, including Florida Virtual School. Her work spans policy analysis, internal and external communications, and strategic advising for executive teams. A seasoned ghostwriter and editor, she has contributed to numerous articles, white papers, and books on digital learning and education reform. Kay currently serves as Director of Strategic Communications for ASU Prep Academy, where she supports national partnerships, research, and storytelling that advance future-ready learning models. Virtual Schools, Actual Learning: Digital Education in America, Pioneer InstituteVideo (2:26): https://pioneerinstitute.org/book/virtual-schools-actual-learning-digital-education-in-america/Virtual Schools, Actual Learning: Digital Education in AmericaVideo (2:26): https:/...
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    1 h et 1 min