Robotics clubs have become a popular way of teaching young people how to program and also a fun way to inspire students into STEM subjects. However, it is not always easy to attract diverse students to robotics and ensure that it is a good learning experience for everyone. In this episode we discuss one inspiring teachers’ experiences and tips to building a successful robotics club.

Marc Aristotle de Asis is a teacher in Vancouver Canada and earlier this year his robotics club came in first place at the provincial robotics competition, qualifying for the world championships. Marc is a teacher who goes above and beyond to not only teach his students, but also to inspire them to push their limits and reach for the stars. Marc is currently working on his doctorate at the University of British Columbia, specializing in education leadership and policy. Having started in engineering, Marc went on obtain an MPhil in math education from Cambridge University and has worked as a math, physics, robotics and religion teacher at several school in British Columbia, Canada.

Robotics Club Resources:

FIRST

https://www.firstinspires.org/

FIRST British Columbia

https://firstroboticsbc.org/

FTC: Share and Learn (Great group for supporting coaches & mentors.)

https://www.facebook.com/groups/FTCShareAndLearn

In an increasingly fast paced world, the ability to learn effectively is the most important skill. Throughout a person’s life they are expected to have several careers, some of which may be unimaginable when they were going to school. Lifelong learning is an essential part of the modern world. But what does lifelong learning really look like? Mostly people take courses or spend time learning a new skill when they need it, either for their current job or to train for the job they want. In this episode we will discuss why this model needs to change and how we all need to think about lifelong learning as constant capacity building. What does this mean for the individual, educational institutions and workplace learning? My guest today is a leading expert in developing new types of educational systems to meet the opportunities and challenges of the 21st century.

Prof Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His research spans emerging technologies for learning, infusing technology into large-scale educational improvement initiatives, developing policies that support educational transformation, and providing leadership in educational innovation. Chris has received many awards for his contribution to the field. To just name a few, in 2017 he was named as one of the top 25 edtech innovators of the past 25 years by the Consortium for School Networking, and in the same year he received the Outstanding Contributions to Research in Immersive Learning Award by the American Educational Research Association. In 2011 he was named a Fellow of the American Educational Research Association. Chris was also recognized by Harvard University as an outstanding teacher, something I was lucky to experience first hand during my master’s degree. Chris shares his wealth of knowledge with his students not only in his very popular classes but also as a mentor. Having Chris as my supervisor during my masters, and working on one of his research projects, paved the way towards my doctoral studies. I’m very happy to be speaking with Chris in this episode about the ideas from his most recent book The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy.

Prof. Chris Dede: https://www.gse.harvard.edu/faculty/christopher-dede

Book:

The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy https://www.amazon.com/60-Year-Curriculum-Christopher-Dede/dp/0367821273/ref=sr_1_1?crid=DZ1OXS45ZE9X&dchild=1&keywords=the+60+year+curriculum&qid=1603032011&sprefix=the+60+year+c%2Caps%2C173&sr=8-1

Blogposts:

Dede, C. (2020). Advising your children about learning in the era of the new abnormal. (Blog) https://silverliningforlearning.org/advising-your-children-about-learning-in-the-era-of-new-abnormal/

Dede, C., & Richards, J. (2020). Preparing students for a lifelong disruptive future: The 60 Year Curriculum. Evolllution May 19, 2020 https://evolllution.com/revenue-streams/extending_lifelong_learning/preparing-students-for-a-lifelong-disruptive-future-the-60-year-curriculum/.

Dede, C. (2020). Remote learning and stone soup. (Blog). https://learningpolicyinstitute.org/blog/remote-learning-and-stone-soup

Dede, C. (2020). Necessity is the father of transformation. (Blog). https://silverliningforlearning.org/necessity-is-the-father-of-transformation/

Silver Lining for Learning:

https://silverliningforlearning.org/

The role of technology in formal educational institutions has been gradually changing over the decades, with a lot of debate on the impact and the way technology should shape teaching and learning in the future. The 2020 pandemic suddenly changed everything. Around the world, from one day to the next, with no preparation or training, millions of educators and students switched to fully online learning, integrating several technologies into the school experience. Although emergency online learning is not an ideal that anyone should aspire to, the same way no one would recommend teaching someone to swim by throwing them in the turbulent ocean, but there are many valuable insights to be gained. This is one of two episodes in which we dig deeper into one school and one university’s experience of emergency online learning, how they managed the challenges, and what they learned along the way.

Dr David Hornsby is a Professor of International Affairs and the Associate Vice-President of Teaching and Learning at Carleton University in Ottawa, Canada.  David has lived and worked in South Africa and the UK and is an honorary professor at Wits University in Johannesburg and University College London. David holds a PhD from the University of Cambridge and has published widely spanning the social and biological sciences. He is a recognized scholar having been the recipient of teaching and research awards and is currently the Vice-President of the International Studies Association.

Dr David Hornsby: https://carleton.ca/npsia/people/david-j-hornsby/

Twitter: https://twitter.com/DavidJHornsby

Towards a Pandemic Pedagogy: power and politics in learning and teaching

https://www.researchgate.net/publication/341113230_Towards_a_Pandemic_Pedagogy_power_and_politics_in_learning_and_teaching

Guest recommendation:

Teaching to Transgress

https://www.amazon.ca/Teaching-Transgress-Bell-Hooks/dp/0415908078

The role of technology in formal educational institutions has been gradually changing over the decades, with a lot of debate on the impact and the way technology should shape teaching and learning in the future. The 2020 pandemic suddenly changed everything. Around the world, from one day to the next, with no preparation or training, millions of educators and students switched to fully online learning, integrating several technologies into the school experience. Although emergency online learning is not an ideal that anyone should aspire to, the same way no one would recommend teaching someone to swim by throwing them in the turbulent ocean, but there are many valuable insights to be gained. This is one of two episodes in which we dig deeper into one school and one university’s experience of emergency online learning, how they managed the challenges, and what they learned along the way.

Elmwood School is an independent K-12 day school for girls in Ottawa, Canada. Elmwood is accredited at all three levels of the International Bachelorette Programme and 100% of the graduates are accepted to leading universities around the world. In terms of technology, Elmwood is at the forefront of integrating the latest educational technologies into their teaching and learning. James Whitehouse is the head of Elmwood School and also teaches grade 12 IB history. Previously, James was Deputy Head of the Middle and Senior School for seven years at Elmwood. Before coming to Canada, James was Assistant Head at Seven Kings High School in Redbridge, London, UK.

James Whitehouse: https://www.elmwood.ca/about/leadership

Elmwood School: https://www.elmwood.ca/

Book:

Grasp: The Science of Transforming How We Learn

https://www.amazon.com/Grasp-Science-Transforming-How-Learn/dp/0385541821

With many children spending more than 40 hours every week in front of “screens”, what is the impact of growing up immersed in this media world? Educational media is a growing industry, but there is no regulation for what can be labeled as educational. How can parents and educators identify quality educational material? To discuss the research and practical insights on what good educational media and technologies entail, I am joined by a leading expert in children’s media.

Harvard Graduate School of Education (HGSE) Senior Lecturer, Joe Blatt is Faculty Director of the Technology, Innovation, and Education program. He has received HGSE’s highest faculty honor, the Morningstar Award for Teaching Excellence. As Joe was one of my professors during my master’s degree, I know first hand what an inspiring teacher he is, and his courses are extremely popular among students every year. Joe’s research and teaching focus on the effects of media content and technology on human development, learning, civic behavior, and informal learning. Joe has created television series and interactive media for many types of informal learning environments. He was the executive producer of Scientific American Frontiers, and made documentaries for NOVA, and close to 100 other programs for public broadcasting. He also advises major media and technology companies, including Sesame Workshop, the Chan-Zuckerberg Initiative, and Google.

Joe Blatt: https://www.gse.harvard.edu/faculty/joseph-blatt

Resources Discussed:

Common Sense Media: https://www.commonsensemedia.org/

Tap, Click, Read: http://www.tapclickread.org/

Computer science skills are in high demand and teaching children from a young age has become a priority for many countries. As computer science is becoming a part of the core curriculum, and equipping more children with computer science skills a priority, there are several challenges that emerge with respect to equity and participation.

Dr. Laura Larke is a postdoctoral associate and teaching fellow at the MIT Teaching Systems Lab, affiliate of Harvard University’s Berkman Klein Center for Internet and Society, and associate editor at Policy & Internet. Laura is a qualitative researcher and social theorist interested in equity and power in K-12 computer science education. She was previously a postdoctoral researcher at the Oxford Internet Institute and completed her PhD and MSc in the University of Oxford’s Learning & New Technologies Research Group. Currently Laura is working on two National Science Foundation-funded projects at MIT, both focused on broadening participation and success in K-12 computer science education and she is also co-teaching the Learning, Media, and Technology Seminar at MIT.

Dr Laura Larke: https://tsl.mit.edu/team/laura-larke/

Twitter: @DrLarke

Resources Discussed:

Book: Ain’t No Makin’ It by Jay MacLeod

https://www.amazon.com/Aint-Makin-Aspirations-Attainment-Neighborhood/dp/0813343585

MIT Teaching Systems Lab

https://tsl.mit.edu/

MIT App Inventor

https://appinventor.mit.edu/

Sctratch

https://scratch.mit.edu/

Professor Niall Winters is professor of education and technology at University of Oxford. His research examines the design, development and evaluation of technology enhanced learning programmes for healthcare workers in low resource setting in the Global South, particularly in Kenya. He is co-Director of the Learning and New Technologies Research Group at Oxford University’s Department of Education and formerly Deputy Director of Research and Director of MSc Education (Learning & Technology). Niall was involved in established the Global Centre on Healthcare and Urbanisation at Kellogg College at Oxford University and he has consulted for UNESCO, Department for International Development and the NHS. On a personal note, Niall was also one of my doctoral supervisors who taught and guided me through my PhD at Oxford.

Links:

Prof Niall Winters: http://www.education.ox.ac.uk/people/niall-winters/

Lecture: Technology in Global Healthcare Training https://www.youtube.com/watch?v=WbbSYKfbvMA

Twitter: @nwin

Dr Hanako Shimamura is a child development specialist with a PhD in Education from the University of Oxford. She has been involved in the field of Early Childhood Education, especially Montessori education for the past 15 years. Her first book “How to provide connecting feedback to children” was published on April 17 2020 and is ranked No 1 in the early childhood education category on Amazon Japan. Hana’s expertise and empathetic approach to learning has had great impact among parents. Her online seminars helping parents understand how to connect with their young children in a more effective manner, has been incredibly popular. Hana is currently a full-time faculty member in an Early Childhood Education program at Lethbridge College, Alberta, Canada.

When you think about a school, you most likely think of it as a place where students learn. However, for students to have the best learning experience, teachers also need to continuously improve their skills. Like other professionals, teachers need to be given quality resources, support, and time to continuously update their skills. There is a wealth of knowledge that can be gained from the practice of other teachers as well as from research. Unfortunately, often research and practice in education are not linked. In this episode we will discuss the importance of having research informed professional development for teachers and how an organization in New Zealand is bridging the gap between research and practice in education.

Dr Nina Hood is a senior lecturer at the Faculty of Education at the University of Auckland in New Zealand. Her research is focused on the role that digital technologies can play in supporting and enhancing education. Nina is also the founder of The Education Hub, an organization based in New Zealand and dedicated to bridging the gap between research and practice in education. Nina started her career as a secondary teacher in New Zealand, before she moved to the UK to undertook an MSc (with distinction) in learning and technology, and a PhD in Education at the University of Oxford. After returning to New Zealand, and while being a lecturer at University of Auckland, Nina founded The Education Hub in 2007. The mission of The Education Hub is to empower educators to find, use and share research to improve their teaching practice, and then share their innovations.

Links:

Dr Nina Hood https://unidirectory.auckland.ac.nz/profile/n-hood

The Education Hub https://theeducationhub.org.nz/

Twitter @Hood_Nina @educationhubnz

In our interconnected world, it is easier than ever before to connect with people and ideas outside of our context. Young people are engaging with others online and sharing their thoughts and experiences on social media. In today’s digitally mediated world, what are the lived civic experiences of young people? How can parents and educators encourage young people to learn and develop their civic identities?

Dr Julianne Viola is a postdoctoral Research Associate at the Centre for Higher Education Research and Scholarship (CHERS) at Imperial College London. She completed her doctorate at the Department of Education, University of Oxford, where her research explored how adolescents develop their civic identities, and the role of social media and technology on youth civic identity. Julianne has a particular interest in young people's civic identity development and engagement with their communities. These interests, as well as her experience as an educator and mentor for young people through organisations like the Junior State of America, shaped and motivated her wok. Julianne has collaborated on a number of research projects at Harvard University, the University of California, Santa Barbara, Oxford Internet Institute, and The Education Hub, a not-for-profit organisation in New Zealand. Most recently Julianne has written a wonderful book entitled Young People’s Civic Identity in the Digital Age, which we will discuss in this episode.

Links:

Dr Julianne Viola: https://www.imperial.ac.uk/people/j.viola

Book: Young People’s Civic Identity in the Digital Age

https://www.springer.com/gb/book/9783030374044?utm_medium=affiliate&utm_source=commission_junction_authors&utm_campaign=3_nsn6445_deeplink_PID9219306&utm_content=deeplink

Twitter: @DrJulianneViola

Book: The Political Classroom

http://thepoliticalclassroom.com/

Delivering online presentations, meetings, and training has quickly become the norm in 2020, but many people struggle to engage their audience in an online format. Filming a play does not make it a movie, and similarly using the same strategies for an in-person presentation is not the same as presenting it online. The approach and design must be tailored to the medium in which it is presented.On this episode I am thrilled discuss best practices of hosting webinars with an international expert in workplace learning technologies and designing engaging interactive webinars.

Donald Taylor is the Chairman of the Learning and Performance Institute and for the past twenty years has chaired the Learning Technologies Conference in London. Donald has helped plan and deliver Learning Technology events around the world, including Berlin, Paris, Singapore and Orlando. He works with speakers of every level of experience – including novices and some of the world’s most experienced online speakers – and has helped them build and pace their presentations, ensuring that they have everything they need to create interactive, compelling presentations that they keep audiences engaged. Since 2014, Donald has run the Learning & Development Global Sentiment Survey, which provides valuable insights to leaders of organizations and L&D professionals. He is also the author of the book Learning Technologies in the Workplace (Kogan Page, 2017) and many articles. In 2007, he received the Colin Corder award for services to training, and in 2016, an honorary doctorate from London’s Middlesex University, for services to the Learning and Development profession.

Links:

LinkedIn: https://www.linkedin.com/in/donaldhtaylor/

The book How to be a Webinar Master can be downloaded from www.webinarmaster.com

Technology, particularly mobile technology, has enabled many of us to learn and work from anywhere and at anytime. Although this may at first seem very liberating, it raises some important considerations. For learning, content on mobile technologies requires a different design and approach. While both working and learning from anywhere, anytime, raises the importance of dedicated time and space.

To discuss these issues, I am very happy to be joined by Imogen Casebourne, who brings deep knowledge in both the research and practice of workplace learning technologies. Following an initial degree in philosophy and a Masters in artificial intelligence, Imogen has worked as a writer and designer of online learning for nearly 25 years during which time she has been involved in the design of multiple courses, curriculums and authoring tools. She has designed solutions for tablets and smartphones and led the team that won gold for ‘Best Use of Mobile Learning’ at the E-Learning Awards in 2012, going on to herself win the instructional designer of the year award in 2017. Imogen is currently studying part-time for a Doctorate in Education at the University of Oxford, focusing on mobile technology in work-related learning.

Links:

LinkedIn: https://www.linkedin.com/in/imogen-c-6170111

Article: http://www.education.ox.ac.uk/mobility-working-learning-and-place-in-a-time-of-pandemic/

Twitter: @icasebourne

Humans have not only created physical machines, but also mental machines, which my guest calls cognitive gadgets, that enable our minds to go farther, faster and in different directions than the minds of other animals.

Professor Cecilia Heyes is Senior Research Fellow in psychology at All Souls College at the University of Oxford and a Fellow of the British Academy. Cecilia trained as an experimental psychologist at University College London and was a Harkness Fellow in the United States, as well as a research fellow at Trinity Hall at Cambridge University. She returned to UCL as a faculty member before coming to Oxford. Her work in experimental and theoretical psychology examines the evolution of human cognition. It explores the ways in which natural selection, learning, developmental and cultural processes combine to produce the mature cognitive abilities found in adult humans. Most of her current projects suggest that the neurocognitive mechanisms enabling cultural inheritance - social learning, imitation, mirror neurons, mind reading etc - are themselves the products of cultural evolution. In 2018 Cecilia published her latest book on these topics, titled Cognitive Gadgets: The Cultural Evolution of Thinking.

http://users.ox.ac.uk/~ascch/index.htm

Book:

https://www.amazon.com/Cognitive-Gadgets-Cultural-Evolution-Thinking/dp/0674980158

Twitter:

@CeliaHeyes

The field of learning and teaching extends far beyond the walls of a school. The way students are taught in school is defined by policy, research and practice. My guest today has had an illustrious career in all these sectors.

Professor Richard Pring is an Honorary Research Fellow in the Department of Education, Oxford University. He was the Director of the department for 15 years. Since retiring 2003, he has led the Nuffield Review of 14-19 Education and Training in the UK and several subsequent large-scale research projects. Professor Pring has had many roles in education, in research, policy and practice. His experience in education ranges from being Assistant Principal in the Further Education Branch of the Ministry of Education, teaching adolescents in a London comprehensive school, being involved from the 1970s with the Further Education Unit and with TVEI, and as a member of the £15 million ESRC research project SKOPE (Skills, Knowledge and Organisational Performance). He has continued to publish extensively on philosophy and educational research and vocational education and training.

Links:

http://www.education.ox.ac.uk/people/richard-pring/

Learning in the workplace has never been as important as it is today, but very few organizations have successfully become effective learning organizations. My guest today has over 30 years of experience in this field and has helped companies around the world develop their training.

Piers Lea has worked in distance learning and technology-enabled communications since the early 1980s when he was at the University of London. He founded LINE Communications in 1989 which he sold into Learning Technologies Group in 2014. He is now Chief Strategy Officer for Learning Technologies Group (LTG) and LEO (the merge between LINE and Epic), with offices around the world and has worked with the world’s biggest brands to revolutionize the learning technology landscape. As Chief Strategy Officer, Piers is responsible both for setting strategy and working with key clients.

Links:

https://www.ltgplc.com/about/the-board-of-directors/

Fostering communities in which people can connect and learn from each other is a challenging task, particularly when the community is comprised of people from around the world and with different interests. In today’s episode, my guest discusses how this can be done.

Christine Fairchild is Oxford University’s Director of Alumni Relations and a Fellow of Jesus College Oxford. She is responsible for supporting links between alumni of the collegiate University and Oxford through a robust offering of events, benefits, services and communications vehicles. The University has over 350,000 known alumni, including more than 44,000 in 188 countries outside the UK. Before arriving at Oxford, Christine had over 20 years of experience in alumni relations at the Harvard Business School (HBS). She headed up External Relations at HBS, overseeing the School’s alumni outreach and fundraising activities. Christine also worked at the Harvard Art Museum.

Links:

https://www.jesus.ox.ac.uk/people/ms-christine-fairchild

How we deal with challenges and tragedy is reflected and informed in the stories and art of our society, this is not always the same in different cultures. What can we learn from the way ancient cultures portray challenges in life?

Dr Bihani Sarkar, is a scholar of Sanskrit and ancient Indian culture, language, history and society. She is an associate faculty member of the Oriental Institute at Oxford University, and member of Wolfson College. Bihani has a doctorate in Sanskrit from Oxford University, where she focused on the cult of the warrior goddess Durga in medieval Indian kingship. This research was the basis for her first book. She has subsequently held postdoctoral fellowships at Hamburg University, was a British Academy postdoctoral fellow at Oxford University, and has been a Teaching Fellow at Leeds University. Bihani has just published her second book, titled “Classical Sanskrit Tragedy: the concept of suffering and grief in medieval India”. This book focuses on the way tragedy is dealt with in ancient Indian text, which is what we dig deeper into this episode. We will see what we can learn from these ancient texts and the way that they portrayed people overcoming mental and emotional obstacles.

Links:

https://www.orinst.ox.ac.uk/people/bihani-sarkar

Book: Heroic Shāktism - The Cult of Durgā in Ancient Indian Kingship

https://global.oup.com/academic/product/heroic-shktism-9780197266106?cc=gb&lang=en&

Book: Classical Sanskrit Tragedy - The Concept of Suffering and Pathos in Medieval India

https://www.bloomsbury.com/uk/classical-sanskrit-tragedy-9781788311113/

This special episode is a reflection on The Learning Ideas Conference that took place in June 2023 in New York City and online. The Learning Ideas Conference brings together experts from around the world, from industry and academia, who work on innovations in learning and technology for the workplace and higher education. This episode was created in collaboration with The Learning Ideas Conference, which also includes several mini video interviews with some of the speakers from the conference. 

In this episode I reflect on my experience at The Learning Ideas Conference 2023 and my key takeaways. In the second half I am joined by the founder of The Learning Ideas Conference, Dr. David Guralnick, and we will discuss highlights from the conference, the hybrid experience, and the upcoming online Winter Event on Artificial Intelligence in Learning. 

Dr. David Guralnick is President and CEO of Kaleidoscope Learning and a consultant specialized in the use of technology to improve job performance. He is also the current president of the International E-Learning Association, founder and chair of The Learning Ideas Conference and an Adjunct Professor at Columbia University. David has been credited with the creation of the first corporate training learning-by-doing simulation, the first e-learning-specific authoring tool, and the award-winning Watch, Rate, and Compare e-learning approach. David has won over 200 awards in the e-learning industry, and his unique approach to his consulting and project work have saved over $2 billion, due to improved employee performance, for Fortune 500 and multinational clients such as Target, IBM, GE, Time Warner, and many others. David focuses his deep knowledge of the industry to reimagine learning in higher education and the workplace.

Dr David Guralnick: http://www.davidguralnick.com/

Twitter: https://twitter.com/dguralnick_IELA

The Learning Ideas Conference: https://www.learningideasconf.org/

Kaleidoscope Learning: https://www.kaleidolearning.com/index.html

International E-Learning Association: https://www.ielassoc.org/index.html

Winter Event - Artificial Intelligence and Learning - Feb 15, 2024

https://aiandlearning.org

Video Interviews with Speakers:

Dr. Joiselle Cunningham Smith – CEO, Pathways to Creative Industries, USA

https://www.youtube.com/watch?v=CP79dIRwzcA

Dr. Christoph Knoblauch – Ludwigsburg University of Education, Germany

https://www.youtube.com/watch?v=iFBKp-X_K8Q

Dr. Alexandra Urban – Coursera, USA

https://www.youtube.com/watch?v=5oZFk-0IIfY

Dr. Usman Naeem – Queen Mary University, UK

https://www.youtube.com/watch?v=ZaG1nKahmM4

Elizabeth Huttner – MIT, USA

https://www.youtube.com/watch?v=llwOFggexYQ

Veronica Chehtman – AySA, Argentina 

https://www.youtube.com/watch?v=Eh0ZaVXP36g

John Hack – Interflexion, USA

https://www.youtube.com/watch?v=W3vQXJ2WP44

Gary Dickelman, EPSSCentral, USA

https://www.youtube.com/watch?v=-sEMfx29L28

Dr. Pat Herndon & Dee Gay – Daytona State College, USA

https://www.youtube.com/watch?v=y6j2Uc-6Y6Q&feature=youtu.be

The Learning and Development (L&D) Global Sentiment Survey takes the pulse of where workplace learning is headed this year. With thousands of L&D professionals from around the world answering the key question of “What will be hot in workplace L&D in 2023?” this survey for nine years provided a unique overview of what is happening in workplace learning. In this episode, I’m thrilled to have back on the podcast the person who founded and runs the Learning & Development Global Sentiment Survey.

Donald Taylor is Chair of the Learning Technologies Conference in London, the leading workplace learning event in Europe and one he has led for the past twenty years. He was also Chairman of the Learning and Performance Institute from 2010-2021. Donald is the author of the book Learning Technologies in the Workplace (Kogan Page, 2017) and many articles. In 2007, he received the Colin Corder award for services to training, and in 2016, an honorary doctorate from London’s Middlesex University, for services to the Learning and Development profession. Since 2014, Donald has run the Learning & Development Global Sentiment Survey, which provides valuable insights to leaders of organizations and L&D professionals. It’s a pleasure to have Don back on the podcast to discuss the results of the L&D Global Sentiment survey for 2023.

Donald Taylor: https://donaldhtaylor.co.uk

LinkedIn: https://www.linkedin.com/in/donaldhtaylor/

Twitter: https://twitter.com/DonaldHTaylor

L&D Global Sentiment Survey 2022

GLOBAL SENTIMENT SURVEY 2023 - Donald H Taylor

Book: How to be a Webinar Master can be downloaded from  www.webinarmaster.com

Learning Technologies – London UK – 3 - 4 May 2023

https://www.learningtechnologies.co.uk