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Today my guest is Eva Amores, an Author & Designer. Along the way, we refer to a few visuals, so you might like to explore the links in the show notes so you can view the designs as you listen. In this episode, in the atmosphere of a busy outdoor cafe, we ask the question: Have you ever had a bad week? We find out about Eva’s background and enthusiasm for arts and design and working in various professional roles. We chat about design processes and how they can be used to answer a question or to serve a function or purpose. We also talk about Eva’s junior fiction book series Worse Week Ever, the humorous story of an ordinary boy forced to engage and deal with a series of extraordinary, unexpected, and sometimes unpleasant events. Through the various challenges creatively explored in the books, the main character is supported and encouraged by his social connections to keep going, which, in turn, strengthens his resilience. The book series, a positive and creative response developed during the global pandemic, is a creative collaboration with co-author, illustrator, and Eva’s husband Matt Cosgrove. We explore Eva and Matt’s design and writing approaches and how they often use real-life experiences as a starting point for storytelling. These ideas are then suitably exaggerated and amplified. Eva explains how using a comic art format, combining illustrations and text within strategically paced storylines, helps to engage audiences and encourage reluctant readers. Links: A few pages from Worst Week Ever: https://www.instagram.com/p/CoOydeeLc0w/?utm_source=ig_web_copy_link Eva’s links: https://www.instagram.com/eva.amores/ https://twitter.com/evajanetamores https://www.tiktok.com/@eva.amores https://www.youtube.com/channel/UC7iqZ9tt77aWSnjGGFU7Xaw/videos https://linktr.ee/evaamores?utm_source=linktree_profile_share<sid=07a4ccef-d56a-47da-89a5-0e803ccbb4cd Transcript: https://pastebin.com/Lg4Pmg4X

This is a special micro episode - Chatting with Mark - where I catch up with a previous guest about a topic that’s captured their attention. This episode was recorded in December 2022, when I chatted with Leon Furze about Artificial Intelligence in teaching and learning. We explored some of the potential advantages and opportunities, along with some of the complexities around assessments and the ethics of use. https://leonfurze.com/

This is a special micro episode - Chatting with Mark - where I catch up with a previous guest about a topic that’s captured their attention. This episode was recorded in December 2022, when I chatted with Steven Kolber about Artificial Intelligence in education. We explored some of the potential risks of this type of technology, including the curious notion of teaching a class without a teacher, and some of the associated geo-political, quality, and critical evaluation issues. https://stevenkolber.substack.com/

Today my guest is Stefan Popenici, an Academic & Educational Researcher. In this episode we find out more about Stefan’s early studies and learning in educational psychology including the cultural and educational value of folk tales and mythology. We also chat about the intriguing and emerging phenomenon of Artificial Intelligent (AI), and its implications for education. We explore Stefan’s recent research publication, a book called Artificial Intelligence and Learning Futures: Critical Narratives of Technology and Imagination in Higher Education. As part of this, we discuss the concept of intelligence and how information might be closely linked to, but might also quite disconnected from, meaning and understanding. We chat about the role of assessment, as well as some of the contexts in which AI might be used, the ideologies that inform and influence these technologies, and with this, some of the associated risks, possibilities, and opportunities. Of course, central to our conversation is the importance and value of human factors. Links: https://www.linkedin.com/in/popenici/ https://popenici.org/ https://orcid.org/0000-0002-0323-2945 https://www.taylorfrancis.com/books/mono/10.4324/9781003266563/artificial-intelligence-learning-futures-stefan-popenici

Today my guest is Matthew Phillips, a Media Producer. Matthew shares memories of growing up along the coast of tropical North Queensland and his early enthusiasm for cameras, photography, boats, and sailing. Matthew reflects on his diverse range of professional experiences and roles working as an apprentice Sailmaker, a Soldier in the Australian Regular Army posted on peace-keeping exercises in Namibia, north-west Africa, as a police officer, and more recently as a media producer and film-maker. Matthew outlines his most recent role as Producer of “The Wild One”, a micro-budget short film currently in final post-production, set on the North Queensland coast in the mid-1800s. The film tells the story of British shipwrecked sailor James Morrill rescued by the Indigenous Birri Gubba people, with whom he lived for 17 years before reconnecting with European culture. Matthew outlines some of the practicalities of producing a short film, with insights into to protocols and on-the-ground interactions with local Indigenous people relating to actors, approvals, locations, and crew, as well as content, language and translations to ensure story accuracy and authenticity. Matthew emphasises the importance of engaging with the broader understanding of historical events, such as actively exploring Indigenous perspectives and points of view when expressing history on the screen. Matthew offers further insights into the importance of trust, connection to the land and to people, and the creative and practical dynamics between a Director and Producer. Links: https://www.linkedin.com/in/matthew-phillips-745b5138/ https://triggermediapro.com.au/ https://twitter.com/triggermediapro THE WILD ONE Trailer (2022) True Survival Story https://youtu.be/cib3UECU3cY https://www.abc.net.au/news/2022-05-03/james-morrill-film-focuses-indigenous-rights/101030328?utm_campaign=abc_news_web&utm_content=link&utm_medium=content_shared&utm_source=abc_news_web

Today my guest is Greg Cregan, a Ceramic Potter. This episode is very much grounded and down-to-earth. Of course, you might like to explore the links in the show notes for visual reference as we explore ceramics, clay, and creating decorative ceramics in a potter’s studio. Greg reflects on his early interest in art and drawing which eventually led him to explore working with clay and the potter’s wheel. We explore the process of creating decorative clay pots and other objects, from selecting a lump of clay, and shaping it on a potter’s wheel then preparing it for firing. Greg emphasises the nuance and significance of touch and feel in relation to balancing and shaping the spinning clay. Greg offers insights into the ancient and specialist technique of saggar firing, where various materials, as diverse as metal wire, salt, wood, oxides and seaweed, are kept close to the surface of the pots as they are fired in a kiln. When heated at a very high temperature, the essence of the materials, in the form of smoke and fumes, work their alchemical magic to transform the surface of the clay and create unique and compelling shapes, patterns, and textures. Greg offers personal insights into his art-making process, including the affect of shaping, releasing, and then sharing the profound beauty hidden within the clay. Links: https://www.instagram.com/gregcreganceramics/?hl=en https://www.instagram.com/tv/ClfoYoJBXLy/?igshid=MDJmNzVkMjY=

Today my guest is Brett Salakas, a Teacher, Speaker, Poet, & Author. In this episode, we learn about Brett’s background as a primary school teacher in Australia and South East Asia. We find out more about Brett’s new book, A Mammoth Lesson: Teaching In The Digital Age. Brett shares insights into how he created this fictional story and its central use of metaphor to communicate ideas. Brett also reflects on why he wrote this book, recounting some of his professional and personal experiences and insights that got him moving with his writing process about ten years ago. We learn more about Brett’s central aim of supporting teachers to teach and learn in the digital age. Brett outlines the opportunities introduced with digital technology and the value of online connections, community, and conversation, such as those embodied by the group #aussieED, the largest online network of teachers in Australia. Brett emphasises the lesson in the metaphor, that is, the crossroads on which educators find themselves and the significance of core principles in addressing the challenges that prepare students to adapt and develop new skills, tools and approaches in a changing world.   Links: https://www.linkedin.com/in/brett-salakas-13380999/ https://twitter.com/MRsalakas A Mammoth Lesson: Teaching In The Digital Age https://amzn.asia/d/cay6uIs https://twitter.com/aussieEDchat

In this episode, we explore the wellbeing of teachers and educators. Amy offers insights into her many years as a classroom teacher before her post-graduate studies in human behaviour, coaching, positive psychology, and wellbeing. We also chat about Amy’s new book, Teacher Wellbeing. We look beneath the surface of teaching including the job demands, habits, systems, structures, processes, and school culture. We chat about tiredness, occupational stress, emotions such as shame, expectations teachers often place on themselves, and burnout. Amy reflects on her writing and development process, drawing on her own experiences and stories, as well as additional psychology science and research. Amy outlines the potential trap of surface-level self-care activities and the pursuit of happiness which, as positive as they are, might involve a relatively superficial approach - simply ticking items off a list. This is in contrast to the more considered and long-term approach of psychological wellbeing, an approach that seeks to identify and tackle the root cause of the issues such as workload, workplace systems or workplace relationships. Amy explains how she works closely with teachers to find out what might be causing stress and overwhelm. For example, systems that aren’t working, or systems that don’t exist and need to. We explore Individual and collective responsibilities of teacher wellbeing and the significance of self-efficacy, that is, the belief that an individual can have an impact and can make a difference. We find out how this then relates to collective efficacy and the value of a positive and supportive school-wide culture. Amy’s clarifies her aim of creating happier and healthier school environments that teachers want to be a part of in the long term. Links: https://www.linkedin.com/in/amygreen/ https://www.thewellnessstrategy.com.au/ https://ambapress.com.au/products/teacher-wellbeing https://twitter.com/amygreen_

Today my guest is Cameron Malcher, a Teacher and Podcast Producer. In this episode, we explore Cameron’s driving curiosity and passion for teaching, education and communication, and his love of storytelling, drama, and community. Cameron reflects on his post-graduate studies in educational psychology, including the ways our minds construct knowledge by combining social, emotional, and cognitive processes. We find out about drama-based pedagogies and how these can support students to explore different perspectives and strengthen their critical thinking and analytical skills. We explore teaching as a multifaceted and contextually dependent practice that benefits from continuous and multiple perspectives, and how these often help teachers frame their thinking and practice. Cameron provides insights into his podcast, Teachers’ Education Review (TER), which seeks to bridge the gap between education research, policy, and practice in an ongoing conversation with various voices and points of view. The podcast features topical education policy analysis and opinions, as well as interviews with educational researchers, policy experts, academics, leaders, teachers, and other practitioners. We find out how Cameron brings ideas to people, helps teachers get a sense of how they connect with the teaching profession and encourages further thinking and activity on improving educational standards. We also talk about the inherently political nature of education, the value of public discourse, and why it’s important to maintain a public space for discussion and critical analysis of education policy. Cameron encapsulates his work in education in a simple philosophy that relates to understanding yourself, encouraging a teacher's voice, and then being able to advocate for yourself and others from an informed position. Links: https://terpodcast.com/ https://www.linkedin.com/in/cameron-malcher-b5103586/ https://twitter.com/Capitan_Typo

Today my guest is Tom Mahoney, a Teacher and Educational Researcher. In this episode, we explore Tom’s diverse teaching roles related to both Mathematics and Psychology. Tom recounts his previous studies as background to his current PhD research aims which relate to reflexivity and how teachers perceive themselves. Tom seeks to understand the different values and beliefs, ideologies, and philosophies that teachers bring to the classroom, where these might have originated, and how this might, in turn, influence their teaching role. We chat about the various factors that influence classroom dynamics including trust, power, reflection, and teacher agency. Tom reflects on dominant ideologies, standardised - or cookie-cutter - classroom approaches, belief systems that see education as a service, addressing individual and collective student needs, and the role of teachers in making professional judgements in their own classroom contexts. Tom offers some deeper considerations related to the broader and more holistic purpose of teaching within social and collective educational systems. Links: https://tommahoneyedu.wordpress.com/ https://twitter.com/TomMahoneyEdu

Today my guest is Jonathan McGuire, a Data Analyst & Evaluator. In this episode, we explore data and statistics and how these are typically gathered, analysed, evaluated, and communicated across various fields including psychology, public health, business and education. Jonathan shares some of this early study and research activities - such as those involving honey bees, their foraging behaviour and how they learn - through to later research in human moral cognition, or how people make moral decisions and judgements. Jonathan offers insights into a range of professional practices and approaches in the field of data analytics, such as statistical models, hierarchical linear modelling, business intelligence, the scientist/practitioner model, adaptive clinical trials and structured feedback loops. Jonathan talks us through some of his evaluation activities and how his team investigated a “compressed curriculum” for high school students, evaluating its impact on Higher School Certificate (HSC) results and a range of other more subjective areas such as teacher and student beliefs and attitudes, and other school-level effects. Mindful that data is often about real people and situations, such as data sets related to mental health and suicide, Jonathan offers insights into some of the moral and ethical elements. We explore some of the social responsibilities associated with data, and how these might be managed by generally treating the data and its communication with appropriate care and respect. For example: the increasing acknowledgement and use of collaboration and conversations with relevant research stakeholders. We explore how ethics relates to new and emerging technology such artificial intelligence and machine learning, algorithms and bias, and the importance of bringing members of the public along on the journey, so they get to realise the value of the data as well. Links: https://www.linkedin.com/in/mcguirejonathan/ Transcript: https://pastebin.com/WpAr1ug3

Today my guest is Tom Oliphant, a Teacher and Industrial Designer. In this episode, we explore the world of technology and its use in teaching and learning. Tom reflects on his early career as an Industrial Designer - developing prototypes for furniture, electrical appliances and other objects - before further study and his transition into teaching. Tom also reflects on the advances in technology over the past 20 or so years, and how these allow ideas to become reality across industries, and also for students and teachers within schools. We explore project-based approaches to teaching and learning and some of the engaging ways to incorporate digital technologies into the classroom, such as the use of robotics and drones. Tom shares stories of his students’ robot bugs and other mechanical critters that formed part of a cross-curriculum art installation incorporating subject like Science, Technology, Engineering, Maths, English and Creative Arts. Along the way, we also find out about the more human elements, such as students communicating, collaborating, critically thinking, managing projects, and generally being creative. Tom offers insights into virtual environments which allow students to engage with the programming and other valuable technical aspects, without the cost of physical robots or other equipment. We find out about some of the potential opportunities presented by the emerging and often abstract concept of Web 3.0, the idea of citizens owning their own data and identity, and how this might potentially fit in with schools and education in areas such as certifications, micro-credentials and blockchain technology. Tom encourages his students to engage with new and emerging technology to see its value and purpose and how it might relate to their own lives as they prepare for an ever-emerging future. Links: https://www.linkedin.com/in/thomas-oliphant/ https://en.wikipedia.org/wiki/Web3 https://twitter.com/mroliphantadl

Today my guest is Christy Tucker, a Learning Experience Designer. In this episode, we explore the world of storytelling, technology, and the use of scenarios in teaching, learning and other educational situations. Christy reflects on her experiences as a high school music and band teacher, and her pathway to working as an instructional designer for adult learners. We chat about stories with multiple pathways, that is, non-linear narratives, and the many decisions a reader makes as they work their way through, for example, a “Choose your own adventure” book, shaping a unique story along the way. We explore how this approach is similar to the use of non-linear branching scenarios sometimes used in online workplace training. Christy shares some ideas on why she uses this engaging approach, how she plans the scenario content and then gets organised to manage often complex collections of content. We also explore the multiple decisions that learners need to make in order to travel through such a scenario, leading to many potential learner pathways. To manage the complexity of this, we explore Twine, an open-source tool for telling interactive, nonlinear stories. Christy also shares insights into the different approaches she uses when designing and developing learner feedback, such as intrinsic feedback as compared to instructional feedback, with both approaches having value within a training experience. We find out about the value and practical use of learner profiles and folio-based assessments that help students structure and organise their evidence. Finally, Christy offers a range of insights on a few fundamentals in this space, especially around well-written learning outcomes and the use of good writing. Links: https://www.christytuckerlearning.com/ https://twitter.com/christyatucker https://www.christytuckerlearning.com/build-a-branching-scenario-in-google-forms/ https://www.christytuckerlearning.com/twine-makes-branching-scenarios-easier/ http://twinery.org/

Today my guest is Enda Murray, a Media Producer & Director of the Irish Film Festival. The festival launches at the Chauvel cinema in Sydney on 25th August 2022, then travels to Melbourne, Brisbane, Perth and Canberra on consecutive weekends, with online streaming options to follow. In this episode, we find out more about Enda’s upbringing in Ireland and his university experiences in Dublin in the early 1980s. Enda reflects on his interest in working with musicians and entertainers to organise music gigs and festivals. Enda also shares his strong drive, interest, and experiences working with disadvantaged communities - in areas including social justice, and environmental activism - and the role played by film, video, and other community arts. We also find out more about the Irish Film Festival and telling Irish stories through film. Enda reflects on his early inspiration for creating the festival and getting a conversation to happen in Australia about Irish issues. We find out about the various day-to-day practical tasks of planning such a film festival, including interactions with film producers, directors, distributors, cinemas, and sponsors as well as responsive and ongoing coordination of the festival team, largely made up of community volunteers. Enda offers insights into the conventional film festival cinema experience, as well as the various the challenges and opportunities of increasingly popular online streaming options. We chat about the often complex issues related to Irish history, culture, and identity, especially within an Australian context. Enda reflects on the shared and universal experiences of a range of social groups: culturally and linguistically diverse, low socio-economic, Indigenous, ethnic minorities, migrants, and others. We explore the value of ethnic film festivals in providing an important community voice that helps to connect with culture, as well as facilitating broader connections, conversations and cultural exchange. Links: https://irishfilmfestival.com.au/ https://www.linkedin.com/in/enda-murray-48a9004/ http://virusmedia.com.au/ Transcript: https://pastebin.com/E8zk8NDa

Today my guest is Shaun Bell, a Learning Designer working in higher education. In this episode we find out more about Shaun’s university studies related to both Education and Arts, and their experiences as a high school teacher. We discuss Shaun’s post-graduate pathway, the completion of an honours thesis exploring the literary sub-genre of Australian magic realism. Shaun contrasts their own experiences as a generally disengaged high school student with the parameters and contexts typical of higher education where students usually have more freedom and autonomy to shape and determine their own pathway. We further explore how this greater learner autonomy in higher education might then relate to how educational programs and courses are designed, developed and delivered.  Shaun reflects on some of the practicalities of their university experience, including the various challenges of balancing work and study, the ideas that underpin the “first-in-family” concept, and the so-called hyphenated literatures embodied by their Greek/Australian identity - being neither one or the other, but something in between. We also explore some of Shaun’s perspectives on cultural assumptions at university, especially those related to students who come from a background of privilege - as compared to those from low socio-economic status, or from diverse cultures, - and how this relates to a student’s essential rights to knowledge, education and learning. Shaun outlines their day-to-day role as a Learning Designer and the practical tasks, challenges, and considerations ranging from technical troubleshooting and problem solving through to those involving creativity, flexibility, and using new ways of doing things to design a range of sustainable educational solutions. Shaun sees value in bringing a range of new perspectives and approaches to university systems in order to improve student experiences and outcomes. Shaun outlines some of his aims, as well as a range of tools, techniques, and strategies he uses when designing courses. Shaun draws on both established research and teaching skills in their approach, such as making explicit and coherent the skills, procedural knowledge and links between content so that students, especially novice learners, are well supported. Shaun offers insights into the “in-between” experiences with academics, Subject Matter Experts (SMEs), students, and facilitators. Shaun outlines their approach when designing scenario-based solutions and interventions, such as those involving large amounts of reading and other required course content, and how they uses digital tools to address gaps and expand on opportunities for course improvement. Links: https://www.linkedin.com/in/shaun-bell1/ https://scholar.google.com/citations?user=iZuu8oEAAAAJ&hl=en Transcript: https://pastebin.com/bLBJf8EL

Today my guest is Colin Simpson, an Education Innovation Designer with a background and expertise in education, video and multimedia production, and how technology is used in learning and teaching. In this episode we find out more about Colin’s current PhD research related to higher education workplaces, systems and university culture. Colin explains his approach and methodology, informed by social practice theory - that is, understanding what makes up a practice, how that practice evolves and is disseminated, and how this is tied to one’s professional identity. We explore a few specific job roles: Academic Developers - best represented in the published research in the field, Learning Designers - the largest part of the working population, and Educational Technologists - essentially the bridge between IT and teaching. Colin offers clarity on the fuzziness and overlap that often exists within and around these roles, as linked to an individual’s professional identity. We also explore the shifting dynamics when working within a central team, in contrast to closer working relationships within, say, a specific faculty or department. Colin is especially interested in how these potentially liminal roles relate, connect, and overlap, offering opportunities for collaboration with others including Academics, Educational Advisors, and institutional leaders. Colin outlines his fundamental research aim of strengthening the contribution and meaningful impact of Educational Advisors, raising pedagogical standards, and improving equitable learning and teaching practice in higher education, with lessons that can learned across educational sectors. Here’s my conversation with Colin Simpson. Links: https://www.linkedin.com/in/colin-simpson-edtech/ https://www.screenface.net/ https://twitter.com/gamerlearner https://twitter.com/TELedvisors

Today my guest is Leon Furze, a Teacher Educator and Author. Leon is also the Director of Learning and Teaching at a regional Victorian high school. In this episode we explore Leon’s early enthusiasm and connections to reading and literature, growing up in a lower socio-economic area of England. Leon reflects on some of the texts that influenced him along his journey studying English and American literature at university, and further study in becoming an English Teacher. We chat about Leon’ latest book, Practical Reading Strategies: Engaging Activities for Secondary Students, which introduces teachers to what good readers do, and the ideas that underpin “reading for meaning.” We find out how teachers can support and guide students to make connections between the text and their own lived experiences, as well connections with the student’s broader world. We explore a range of teaching strategies including visualisation and questioning, the value of empathising with the book’s characters and stepping into their world, and how teachers can support their students to make inferences - that is, reading between the lines - as they engage more meaningfully with a text. We discover there’s more to English assessment than the dreaded “death by comprehension questions” as Leon shares his thoughts on some alternative approaches, including his current collaboration with the University of Melbourne entitled New Metrics for Success. We find out about the value and practical use of learner profiles and folio-based assessments that help students structure and organise their evidence. Finally, Leon offers a range of insights on the significance of trust and teacher autonomy within education and assessment systems. Links: https://leonfurze.com/ https://www.linkedin.com/in/leonfurze/ https://twitter.com/lfurze Instagram.com/Leon.furze

Today my guest is Carolyn Newall, an English Teacher and International Educator with an active involvement in digital technology, inequality and teacher professional development. In this episode we find out more about Carolyn’s early observations and experiences in India, Singapore and Australia, especially those relating to racism, inequality, reading and literacy. Carolyn offers some personal and professional reflections on the lessons learned from quick adaptation and response by teachers during the pandemic and the lessons that might be applied in a post-pandemic world. We explore English literature and some fundamental English skills including reading, writing, speaking, listening, and viewing and how students use literature, film and television, live texts, and other media as a vehicle for learning, skill development and for developing a deeper understanding of themes, such as racism. Carolyn enthusiastically offers insights and opinions on a range of current and emerging issues, from teacher comfort and competence in using digital technology, through to managing the “digital divide” observed in areas such as inadequate student access to the internet. We also chat about student neurodiversity, diverse approaches to knowing and learning, how to best support “out of field” English teachers, and fostering a respect for teachers, and for teaching as a profession. Links: https://www.linkedin.com/in/carolyn-newall/?originalSubdomain=au https://www.weteachwell.com/ https://twitter.com/weteachwell https://www.linkedin.com/company/we-teach-well/

Today my guest is Donald H Taylor, an educator and researcher specialising in workplace learning and development (L&D). Donald has more than 30 years of experience across the globe, from English language teaching through to roles as director and vice-president of various software companies. In this episode Donald provides insights into the L&D Global Sentiment Survey, a survey he created over ten years ago to take the pulse of the global learning and development community. This one-minute survey attracts responses from thousands of respondents in over 80 countries, asking workplace trainers, facilitators and other professionals a single question: What will be hot in workplace learning and development this year? We explore approaches to survey scope and design, the data gathering processes and the final reporting. In our conversation, we find out some of the current trends including reskilling and upskilling, the use of data to inform L&D planning and practice, the recent spike in interest of collaborative and social learning, and preferred technologies, along with regional trends, such as a strong interest in collaboration in Sweden, and of micro learning in New Zealand. Links: https://donaldhtaylor.co.uk/

Today my guest is Dr Sharon Kerr, an educator and researcher specialising in inclusive curriculum for students with a disability utilising assistive technologies and the training of community service professionals. Sharon has had over 30 years experience working with students with a wide range of disabilities. She is widely recognised as having expertise in maximising student engagement for students with intellectual, sensory, learning, psychological and physical disabilities. In this episode we explore Sharon’s work as General Manager at the Australian College of Disability and Community Services, a registered training organisation - RTO - focusing on professional development of teachers, support workers and other staff in the sector. We find out more about Sharon’s background in social welfare, Japanese teaching as well as pioneering work in educational multimedia and elearning. We chat about Sharon’s PhD research, White Questions - Black Answers,  designed to support Indigenous students with a disability in the Higher Education Sector. Sharon outlines her student support framework developed from this research, to be used by Universities, TAFEs and RTOs across Australia. Sharon offers insights into universal design, the use of assistive technology in education and the profound practicalities of leading with a heart of service. Links: https://www.acdcs.edu.au/ USYD Thesis: White Questions—Black Answers: Effective Inclusion of Indigenous Students with a Disability into Higher Education in Australia https://sydney.primo.exlibrisgroup.com/permalink/61USYD_INST/1c0ug48/alma991032238561205106 Video: Impact of accessible eBooks on learning outcomes of Indigenous students (Example of assistive technologies and universal design.)https://youtu.be/UWjFvaZpVco Article: Exploring the impact of artificial intelligence on teaching and learning in higher education https://telrp.springeropen.com/articles/10.1186/s41039-017-0062-8 Transcript: https://pastebin.com/JD6PEBPN