Silver Lining for Learning copertina

Silver Lining for Learning

Silver Lining for Learning

Di: Punya Mishra | Chris Dede | Curt Bonk | Yong Zhao
Ascolta gratuitamente

Offerte di stagione | 0,99 €/mese per i primi 3 mesi

A seguire 9,99 €/mese – si applicano condizioni. Puoi disdire mensilmente.
Silver Lining for Learning (https://silverliningforlearning.org) 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).2020-2022 Silver Lining for Learning
Episodi
  • Al, Policy, and the Possibility of School Transformation Stories from the Field

    Al, Policy, and the Possibility of School Transformation Stories from the Field
    Oct 19 2026

    AI is entering schools rapidly, but the real challenge is not simply how educators can use it. The deeper question is: What do existing policies, institutional structures, and expectations allow schools to do differently?

    In this episode of Silver Lining for Learning, we talk with four Australian educators and school leaders who are members of the Courageous Minority, an international community exploring how meaningful educational transformation can happen from within existing systems.

    Together, they bring perspectives from classroom teaching, school leadership, digital learning, curriculum, and policy. We discuss the tensions between innovation and regulation, teacher judgement and system requirements, experimentation and accountability, and the possibilities that still exist within schools for doing something genuinely different.

    Can AI help schools move beyond simply making traditional education more efficient? Can it support greater student agency, authentic problem finding and solving, creativity, collaboration, and more personalized learning? And where can educators find the space to experiment when institutional structures seem designed to preserve existing practices?

    This conversation is about both the constraints schools face and the possibilities that courageous educators can create within them.

    Guests

    Brett Dascombe is a Geography teacher at Wavell State High School in Brisbane with more than 25 years of experience in Queensland education. He connects classroom learning with industry, universities, and communities through student-led geospatial projects and contributes to curriculum, assessment, and teacher learning around emerging technologies.

    Peter Howes is Principal of Ballina Coast High School in northern New South Wales and a member of the NSW Secondary Principals’ Council Executive. With more than 30 years in public education, he is a strong advocate for student agency, community-connected learning, and the principle that education should be done with students, not to them.

    Marnie McCormick is Deputy Principal (Learning) at Wavell State High School in Brisbane and a member of the Australian Council for Educational Leaders Queensland Executive. She has worked in public education for 20 years and is particularly interested in how schools can respond thoughtfully to AI while sustaining human relationships, critical thinking, creativity, and educational purpose.

    Nick Pattison is Digital Learning Leader–Junior School at Haileybury in Melbourne, where he leads digital learning and innovation across four campuses. A STEAM educator and doctoral researcher at the University of Adelaide, his work explores how emerging technologies, including AI, can foster creativity, collaboration, and problem-solving in young learners.

    Readings:

    • Fast AI, Slow Learning: Reflections from September Courageous Minority Meeting
    • What Is Worth Teaching When AI Can Already Do It?
    • The Courageous Minority Report 2: A Few Courageous Conversations in July

    Join the conversation at silverliningforlearning.org

    Mostra di più Mostra meno
    1 ora e 2 min
  • Beyond AI Literacy: Teaching Kids How AI Works

    Beyond AI Literacy: Teaching Kids How AI Works
    Oct 11 2026
    Some middle school students today can explain how self-driving cars see the world and how ChatGPT knows the meanings of words. We’ll talk with the people behind AI4K12.org and the AI4MiddleSchools.org curriculum that teaches students how AI works.David Touretzky and Christina Gardner-McCune are among the researchers first formalizing K-12 AI Education as a field of research and practice. What began in 2018 as a question about what K-12 students should know about AI led to organizing the AI4K12 Working Group, composed of K-12 computing teachers, university researchers, industry representatives, and tool developers. AI4K12.org is shaping the fabric of AI Education nationally and internationally. Dave and Christina are now leading a mutli-institutional partnership, AI4MiddleSchools.org, spanning 8 states and counting, to teach middle school teachers and students how AI works. They are joined by Christi Scarborough, a middle school CTAE (Career, Technical, & Agricultural Education) teacher from Georgia, who began her AI journey as a science teacher in the AI4GA.org research practitioner partnership project, the forerunner of AI4MiddleSchools, funded by NSF. Christi is now leading her school district’s effort to infuse AI across the curriculum, developing AI curriculum, and coaching and teaching new middle school teacher leaders and teachers in the AI4MiddleSchools.org project. Why should middle school kids learn about AI? AI is the new electricity. It powers much of modern technology, so educated adults need to understand how it works. In 2018, the AI4K12 Working Group formulated the Five Big Ideas in AI to make AI understandable to K-12 teachers and students. The Five Big Ideas and their grade band progression charts help people understand where AI shows up in their everyday lives, and the concepts that underlie it. Take for example a robo-taxi. Through exploring Big Idea 1, Perception, students learn about the devices a self-driving car uses to sense the world around it, and grapple with the difference between sensing and perception. (Perception is the extraction of meaning from raw sensory data, and requires AI.)Big idea 2, Representation and Reasoning, explores how computers represent knowledge as data, and how they use algorithms to operate on that data to solve reasoning problems. A self-driving car, for example, represents the world using a map, and employs search algorithms to reason about the route it will take. Another Big Idea 2 example is how the meanings of words are represented using large lists of numbers called “embeddings” which are created by machine learning algorithms. Neural networks such as ChatGPT use these embeddings for reasoning.How do we teach K-12 students about concepts that until eight years ago were discussed mainly in graduate-level university courses? We find ways to simplify the concepts and connect them to students’ everyday encounters with AI. Reading & ResourcesAI4K12.org - Artificial Intelligence for K-12 (AI4K12) Initiative. Introduces the Five Big Ideas in AI, and national guidelines for teaching AI across four K-12 grade bands. Includes a curated a AI resource directory.AI4GA.org - Artificial Intelligence for Georgia Project - NSF-funded Middle School AI Curriculum and Teacher Professional Development Project.AI4MiddleSchools.org - A multi-state AI teacher capacity building project focused on equipping teachers, schools, and district leaders to teach AI in every middle school and support teachers in a multi-year professional learning community. The project is building infrastructure to scale through state, regional, and non-profit partnerships. Dr. David S. Touretzky is a Research Professor of Computer Science at Carnegie Mellon University in Pittsburgh, Pennsylvania. His current research focus is K-12 AI and robotics education. After founding AI4K12.org in 2018, Touretzky and his colleagues introduced the Five Big Ideas in AI and developed national guidelines for what children should know about AI and what they should be able to do with it. He and his students have created numerous online learning resources such as Neuron Sandbox, Diffusion Demo, and Word Embedding Demo that promote hands-on experimentation and learning about AI. Touretzky was named a Distinguished Scientist by the Association for Computing Machinery, a Senior Member of the Association for the Advancement of Artificial Intelligence, and a Fellow of the American Association for the Advancement of Science. In 2022 he shared the AAAI/EAAI Outstanding Educator of the Year award with the three other members of the AI4K12.org Steering Committee.Contact: dst@cs.cmu.eduSocial media: #CMUCSD @CSDatCMUWeb: https://www.cs.cmu.edu/~dst Dr. Christina Gardner-McCune, University of Florida, Associate Professor Computer ScienceDr. Christina Gardner‑McCune is a trailblazer in K–12 AI education and an Associate Professor of Computer Science at the University of Florida’s Herbert ...
    Mostra di più Mostra meno
    1 ora e 3 min
  • How will they decide: A game-based approach to ethical thinking in the age of AI

    How will they decide: A game-based approach to ethical thinking in the age of AI
    Oct 3 2026
    As AI becomes increasingly powerful, concerns are growing about how best to prepare students to think for themselves in an AI-mediated world. How do we help them become thinking, feeling, flourishing, and responsible citizens? How do we equip them for life’s quandaries without telling them what to think or do?This episode will feature Quandary team members who have been thinking about, working on and researching these questions for more than a decade. Quandary, an award-winning, free online game and app played more than 2.5 million times, has been proven through independent research to cultivate important ethical decision-making skills, such as fact vs. opinion discernment, perspective-taking, reflection, and concern for others. The game, set on the fictional planet Braxos, is built around ethical dilemmas with no one right answer. Recently, thanks to a Tools Competition EdTech prize, the team built and researched three game innovations designed for the AI age: a new episode focused on AI ethics; an Episode Builder to create your own dilemmas, characters and setting; and an in-game AI chatbot, designed to deepen reflection and learning. The Silver Lining for Learning conversation will focus on the team’s learnings and questions about preparing students for an even more complex world.Readings and Resources: Quandary websiteQuandary overviewEpisode GuestsLacey J. Hilliard, PhDLacey Hilliard is a developmental scientist and an associate professor in the Psychology Department at Suffolk University in Boston, MA. She studies how children learn about identity, fairness, and social issues. Her research focuses on how families, schools, and media shape children’s understanding of social groups, and how adults can better support children’s positive development. She also collaborates with educators, schools, and community organizations to create and evaluate educational media and tools to help children and adolescents navigate social challenges and ethical questions. She has worked as a researcher with the Quandary team on multiple projects, evaluating student learning and growth alongside game experience in middle schoolers, creating and evaluating supplemental materials for educators, and, recently, learning how newly developed Quandary innovations can foster ethical decision-making in high schoolers. Her work has been published in Child Development, Research in Human Development, Applied Developmental Science, and Policy Insights from the Behavioral and Brain Sciences.Shelly J. LondonShelly London, Quandary founder, is a retired senior corporate executive and foundation president emeritus, as well as an adjunct professor at NYU’s Stern School of Business since 2008, teaching ethics-related courses. She conceived of the idea for Quandary while a fellow in the 2009 inaugural cohort of Harvard University’s Advanced Leadership Initiative. She has spearheaded the creation of award-winning social impact initiatives that have been proven effective and supported millions, including The Family Dinner Project.org and the Webby-winning Understood.org, a comprehensive digital resource for parents of children with learning and thinking differences. In 2019, she received the Senator Robert Dole Humanitarian Award for service to people with disabilities. She serves on the advisory board of Making Caring Common at Harvard’s Graduate School of Education and on the board of trustees of the American Ballet Theatre, America’s National Ballet Company®.Scot OsterweilScot Osterweil is a research scientist in the MIT Comparative Media Studies Program, and a Creative Consultant to the MIT Education Arcade and the MIT Game Lab. He has designed games in both academic and commercial environments. Designs include the acclaimed Zoombinis series (math and logic), Vanished: The MIT/Smithsonian Game (environmental science), Labyrinth (math), Kids Survey Network (data and statistics), Caduceus (medicine), and iCue (history). He is a founder, President, and Creative Director of Learning Games Network (www.learninggamesnetwork.org) where he led the Bill and Melinda Gates Foundation’s Language Learning Initiative (ESL), and where he designed Quandary, named Game of the Year at the 2013 Games for Change festival. He co-authored the book Resonant Games (MIT Press) and served as the play consultant on the Emmy Award winning Amazon TV series Tumbleleaf. Join the conversation at silverliningforlearning.org
    Mostra di più Mostra meno
    1 ora
adbl_web_anon_alc_button_suppression_t1
Ancora nessuna recensione