D2L's Teach & Learn

Today’s episode promises to be a controversial one. ChatGPT, a generative text tool created by OpenAI, is a hot topic among educators and students.
Disruptive technology comes with a lot of questions: what are the pros and cons of using ChatGPT in the classroom? How is it changing assessment strategies? Can AI tools reduce cognitive load? What does this mean for plagiarism? And what does the future of higher ed look like if AI becomes commonplace?
To discuss these issues further, we welcomed Dr. Antony Aumann, Professor of Philosophy at Northern Michigan University and Dr. Bettyjo Bouchey, Associate Professor and Vice Provost of Digital Strategy & Operations at National Louis University.
For more information including bios and show notes, click here.
Thank you to our curious educators like you for listening. Remember to follow us on social media. Find us on LinkedIn or Facebook @D2L and check out our YouTube channel @Desire2LearnInc for the video version of this podcast and so much more.
Please check out D2L's Learning by Association podcast dedicated to helping associations stay a step ahead with learning and The Skill Shift podcast for learning organizations that want to future-proof their teams.
To learn more about how D2L is transforming the way the world learns, visit our website at D2L.com.
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Following on from our last episode about ChatGPT, today we’re tackling the technical side of ChatGPT.
ChatGPT is a generative text tool created by OpenAI that’s been causing a stir amongst educators and students alike. To discuss this topic further, we welcomed Annie Chechitelli, Chief Product Officer at Turnitin, and Linda Feng, Vice President of Architecture at D2L.Our guests and Dr. Ford chatted about the technology behind how ChatGPT works, how academic integrity comes into play with respect to ChatGPT, decoding the hype around AI and why it's important to address the ethics and inherent bias in generative text tools.
For more information including show notes and bios, click here.
Thank you to our curious educators like you for listening. Remember to follow us on social media. Find us on LinkedIn or Facebook @D2L and check out our YouTube channel @Desire2LearnInc for the video version of this podcast and so much more.
Please check D2L's Learning by Association podcast dedicated to helping associations stay a step ahead with learning and The Skill Shift podcast for learning organizations that want to future-proof their teams.
To learn more about how D2L is transforming the way the world learns, visit our website at D2L.com.
Class dismissed.

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In today’s show, we delve back into the K-12 space to address the topic of learning loss.
A 2020 article from the American Education Research Association found that students in grades one through eight lost an average of 17-34 percent from the prior year’s learning gains over the summer break. When you tack on a few years of remote schooling due to a pandemic, that number only increases.
To discuss this issue further, we welcomed Dr. Kiana Pendleton, Principal at Laurel Magnet School for the Arts. Dr. Pendleton and Dr. Ford discussed the myths surrounding magnet school, the role of good leadership in combating learning loss, using qualitative and quantitative data to track student progress and the importance of offering professional development opportunities that fit into a teacher’s lifestyle.
For more information, including show notes and bios, click here.
Thank you to our curious educators like you for listening. Remember to follow us on social media. Find us on LinkedIn or Facebook @D2L and check out our YouTube channel @Desire2LearnInc for the video version of this podcast and so much more.
Please check out D2L's Learning by Association podcast dedicated to helping associations stay a step ahead with learning and The Skill Shift podcast for learning organizations that want to future-proof their teams.
To learn more about how D2L is transforming the way the world learns, visit our website at D2L.com.
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In today’s show, we’re diving into the world of noncredit courses. The World Economic Forum highlighted the growing gap between the curriculum taught in traditional degree programs and the skills needed to work in today’s digital world. At the same time, enrollment in full-time degree courses continues to decline.
Much has been said about micro-credentials and alternate pathways being the solution to both institutional enrollment challenges and closing the skills gap, but designing and sustaining these programs requires a different type of strategy and leadership. How can universities and colleges create noncredit courses that truly meet the practical needs of learners and employers?
To discuss this topic further, we welcomed Dr. Luke Dowden, Chief Online Learning Officer at the Alamo Colleges District. Dr. Dowden and Dr. Ford discussed why institutes and organizations should design noncredit courses with validated personas in mind, why credit for prior learning as an enrollment strategy is so important, the Alamo Colleges micro-credentials briefs and the three key questions organizations should be asking with regards to creating sustainable micro pathway programs.
For more information and show notes, click here.
Thank you to our curious educators like you for listening. Remember to follow us on social media. Find us on LinkedIn or Facebook @D2L and check out our YouTube channel @Desire2LearnInc for the video version of this podcast and so much more.
Please check out D2L's Learning by Association podcast dedicated to helping associations stay a step ahead with learning and The Skill Shift podcast for learning organizations that want to future-proof their teams.
To learn more about how D2L is transforming the way the world learns, visit our website at D2L.com.
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When the goal is a university degree or diploma from a private institution, learners can bank on a long road ahead. In some cases, the path traveled is straightforward; in other cases, it’s winding with more than a few detours, U-turns and full stops. While different, what these pathways have in common, is the destination.

But, what about low-income learners or those from under-served communities who are less likely to consider pursuing higher education from a private university? What can institutions do to create pathways that reduce undermatching? Should private universities have a responsibility to the public good and uplift communities outside their matriculated, tuition-paying student body?

In this episode of Teach & Learn, we reimage traditional pathways to create viable routes for learners from all walks of life, with Vice Provost for Digital Education at Stanford, Matthew Rascoff.
Together, he and podcast host Dr. Cristi Ford talk about:

• how online, and hybrid modalities create new pathways
• why private universities need to consider the public good
• the impact of taking action to curb undermatching
• what kinds of partnerships are valuable in these efforts

Remember to follow us on social media. You can find us on X, Instagram, LinkedIn, or Facebook @D2L. Check out our YouTube channel for the video version of this podcast and so much more. Please take a moment to rate, review and share the podcast, and reach out with comments and ideas for future episodes.
For more content for educators, by educators, please visit the Teaching & Learning Studio where you can listen to more podcast episodes, register for free D2L Master Classes and read articles written by educational leaders. Sign up for our Teaching & Learning Studio newsletter and never miss a thing.

To learn more about how D2L is transforming the way the world learns, visit our website at D2L.com
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