D2L's Teach & Learn

What helps students feel like they belong and thrive in higher education?

For the Season 5 premiere of Teach & Learn, Dr. Cristi Ford, Chief Learning Officer at D2L, is joined by Peter Felten, Executive Director of the Center for Engaged Learning at Elon University, for a conversation about one of the most overlooked drivers of student success: meaningful relationships.

Drawing on years of research and interviews with hundreds of students, Peter explains why transformational learning experiences are rooted not only in curriculum and content, but also in human connection. Together, Cristi and Peter explore what distinguishes transactional experiences from transformational ones, why students need a sense of belonging at every stage of their educational journey, and how institutions can intentionally foster relationship-rich learning environments.

This episode is especially relevant for faculty, instructional designers, academic leaders and anyone interested in student engagement, belonging and success.

Peter and Cristi talk about:

• Relationship-rich education and student success
• The difference between transactional and transformational learning
• Creating a culture of "relentless welcome"
• Mentorship, peer relationships and support networks
• Designing learning experiences that foster connection
• Building institutional cultures where students feel seen, challenged and supported

Peter Felten is Assistant Provost for Teaching and Learning, Executive Director of the Center for Engaged Learning, and Professor of History at Elon University. An internationally recognized scholar of teaching and learning, his work focuses on student engagement, flourishing, belonging and relationship-rich education. He is the author and co-author of numerous books and articles on improving the student experience and advancing meaningful learning in higher education.

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 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, 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.

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

Class dismissed.

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In this episode of Teach & Learn, host Dr. Cristi Ford is joined by Dr. Phillip Dawson from Deakin University to explore a question many higher education educators are grappling with: how do we assess learning in an AI-shaped world?

Rather than offering a quick fix, Dr. Dawson reframes AI and assessment as a “wicked problem”—one without a single solution, clear endpoint or shared definition. For faculty and academic leaders, that means moving beyond AI detection tools and “AI-proof” assignments toward more thoughtful, adaptable approaches to assessment design.

 Together, they explore:

• Why AI challenges traditional assumptions about academic integrity and student capability 
• The tension between preparing students for an AI-enabled workforce and ensuring authentic learning 
• What structural changes to assessment look like in practice, including interactive and reflective approaches 
• Why program-level collaboration—not individual effort—is key in higher education 
• How feedback literacy is becoming essential for both students and educators 

As Dr. Dawson puts it, “there is no fix”—only ongoing decisions about trade-offs, context and what’s “good enough” for now. 

Resources Discussed in the Episode:

• "The wicked problem of AI and assessment"
• “‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment.”
• “Talk is cheap: why structural assessment changes are needed for a time of GenAI.”
• “It takes a village… Program-wide approaches to redesigning assessment in a time of generative artificial intelligence (GenAI).”
• The Feedback Literacy Behaviour Scale (FLBS)

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.

For more content, please visit the Teaching & Learning Studio.

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

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What helps students persist when learning gets hard?

In this episode of Teach & Learn, Dr. Emma Zone is joined by Dr. Mitch Colver, Associate Provost for Engagement and Retention at the American Public University System, for a wide-ranging conversation about student success, faculty practice and AI in higher education.

Together, they explore the idea of rigor and relief as a paired learning experience, why human connection remains the strongest driver of retention and how faculty feedback, mentoring and institutional culture shape student confidence. Mitch also shares what he learned by returning to school as a student in the age of generative AI, offering a grounded perspective on ethical AI use, digital hygiene and teaching students how to navigate ambiguity.

This episode is especially relevant for faculty, instructional designers, academic leaders and anyone thinking deeply about learning science, student wellbeing and the future of higher education.

Mitch and Emma talk about:

• Productive struggle and student resilience
• Faculty feedback as rigor and support
• Retention, advising and one-on-one learning relationships
• Ethical and practical uses of AI in coursework
• Privacy, AI history and digital hygiene
• Rebuilding learning systems in times of change

Dr. Mitch Colver is Associate Provost and Vice President at American Public University System. He began working in higher education in 2007, and his early experiences with students taught him to focus on the value of human diversity and human potential. As a thought leader in the field of analytics and intelligent systems, he is frequently invited to champion the idea that student success can best be fostered through increased intentionality amongst faculty, staff, and executives. Mitchell has degrees in Psychology, Music, and Experimental Research, as well as a Ph.D. emphasizing research in Higher Education. His research has appeared in Popular Science, Discover, Slate, Smithsonian, New York Magazine and internationally on Radio BBC.

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, 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.

To learn more about how D2L is transforming the way the world learns, visit our website at D2L.com 
 
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What happens when AI changes not just how we work, but how we create, learn and define human value?

On this episode of Teach & Learn, Dr. Cristi Ford continues the conversation with Laura Zarrow, executive director of the Wharton Generative AI Lab at the University of Pennsylvania, to explore how generative AI is reshaping authorship, education and the future of work. Together, they discuss why discernment, creativity and collaboration may matter more than technical skills in an AI-driven world—and how institutions can help educators and learners adapt.

As Zarrow explains, we shouldn’t treat AI like a vending machine:

“Instead of thinking of it [AI] as something that produces a finished product, think of it as something that produces ingredients for you to produce a finished product.”

Together, they unpack: 

• How generative AI is reshaping creativity and knowledge creation—and why human direction still matters.
• Why discernment and AI literacy are becoming essential skills in a world where synthetic content is everywhere.
• What higher education should teach in an AI-driven future, including the growing importance of critical thinking, leadership and collaboration.
• How generative AI may change the future of work and the value universities provide to students.
• Practical advice for using AI responsibly, including why it should be treated as a tool for generating ideas and ingredients—not finished answers.

Resources Discussed in the Episode:

• "Call Me A Jerk: Persuading AI to Comply With Objectionable Requests" 
• Influence at Work
• Dr. Robert Cialdini
• Women@Work With Laura Zarrow

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.

For more content, please visit the Teaching & Learning Studio.

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

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What happens when AI ambition outpaces academic culture?

In this special two-part episode of Teach & Learn, host Dr. Cristi Ford sits down with Laura Zarrow, executive director of the Wharton Generative AI Labs (GAIL) at the University of Pennsylvania, to explore the growing divide in higher education.

Across campuses, leaders are setting bold AI-first visions. But inside classrooms, faculty are navigating something far more complex—a shift that challenges long-standing pedagogical practices, assessment models and even professional identity.

But as Zarrow explains, “Subject matter expertise has never been more important.”

Rather than replacing educators, generative AI raises the bar. It demands deeper judgment, sharper discernment and a renewed commitment to meaningful learning. The question isn’t whether AI belongs in higher education; it’s how institutions align leadership ambition with faculty culture, capacity building and daily classroom practice.

 In this conversation, Dr. Ford and Zarrow unpack:

• why AI strategy often moves faster than institutional scaffolding
• how generative AI is reshaping expertise, authority and academic identity
• what must evolve in assessment to support deep learning, not just compliance
• how AI can serve as a collaborator, coach and creative partner in the classroom
• lessons higher education can draw from past technological shifts

This episode offers a clear-eyed but optimistic perspective: Transformation requires more than tools. It requires trust, alignment and the courage to rethink long-standing systems.

Resources Discussed in the Episode:

• Wharton's GAIL Prompt Library
• Wharton's GAIL Primer
• Women@Work

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.

For more content, please visit the Teaching & Learning Studio.

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

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Join Dr. Emma Zone for a conversation with Dr. Tessa Forshaw and Rich Braden, co-authors of Innovation-Ish and longtime educators in design and innovation. They explore why creativity declines as learners grow older, how neuromyths shape classroom behaviors, and what educators can do to build environments that support experimentation, problem solving and flexible thinking.

You’ll hear how innovation mindsets develop, why higher education often slows change, and how small, low-risk moves can help instructors build confidence and spark creativity in their teaching practice. The episode also highlights the role of cognitive science, experiential learning and metacognition in helping learners access their full creative potential.

Dr. Tessa Forshaw

As a founding scholar of the Next Level Lab at Harvard University, Tessa specializes in using cognitive science to explore how people best work, learn, and innovate. She draws upon her academic research as a cognitive scientist and extensive background as a former designer at IDEO CoLab and Accenture to turn the cognitive processes involved in design, creativity, and innovation into practical insights that can be applied in the flow of work. These insights are also the foundations of what she teaches as a design educator at Stanford University and now Harvard University. Recognized for her impactful design projects, Tessa is the recipient of multiple design awards: a Fast Company Design Award for General Excellence, two Core77 Industrial Design Magazine Design Awards, and the Australian American Chamber of Commerce Innovation Awards.

Rich Braden

Rich Braden is the founder of People Rocket LLC, a strategic innovation firm based in San Francisco. With over 15 years of academic experience, Rich is a recognized thought leader in design thinking, leadership, and innovation. He is a design educator teaching at renowned institutions including Harvard University, Stanford University, Aalto University, and London Business School, helping shape future leaders. As CEO of People Rocket, he works with clients such as Airbnb, Google, the United Nations, Microsoft, Coca-Cola, Starbucks, and the Red Cross to drive strategic innovation and responsible AI solutions. Rich holds degrees in Computer and Electrical Engineering from Purdue University and resides in the San Francisco Bay Area.

Learn more about and purchase your copy of Innovation-ish today.

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, 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.

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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There’s an old saying: familiarity breeds complacency. As Artificial Intelligence (AI) becomes more integrated into everyday work and life, the need to use it thoughtfully and critically is more important than ever. 

So why can’t we simply trust that AI outputs are fair, balanced and equitable? Because AI is a co-created system, shaped by what humans make available to it. And since we’re far from perfect, the data we provide reflects our own biases—intentional or not. As this episode’s guest explains, bias isn’t always clear-cut. The real challenge is learning to recognize and prevent biases from causing harm and when biases are beneficial.

In this episode of Teach & Learn, host Dr. Cristi Ford is joined by Dr. Ayanna Howard, a leading roboticist, former electrical engineer at NASA's Jet Propulsion Laboratory and dean of The Ohio State University College of Engineering, to explore what it means to be human in an AI-driven world. Drawing from her keynote at the D2L Executive Summit and her audiobook Sex, Race, & Robots, Dr. Howard challenges how we define expertise, reframes how we think about bias and offers a hopeful, practical vision for more equitable learning and work.

Rather than positioning AI as a replacement for human expertise, Dr. Ford and Dr. Howard chat about how AI can act as a collaborator, supporting curiosity, creativity, critical thinking and problem-solving when educators and learners engage with it thoughtfully.

In this episode, Dr. Ford and Dr. Howard discuss:

• why AI should be approached with intention, not blind adoption
• how expertise is shifting from static knowledge to dynamic, human skills
• why bias in AI isn’t inherently harmful—and how context matters, including in areas like medicine
• how a lack of diverse voices and lived experiences leads to inequitable outcomes
• practical actions educators, leaders and technologists can take to shape AI responsibly

As Dr. Howard reminds us, being human in the age of AI means leaning into curiosity and creativity—and taking responsibility for the systems we help create.

Resources:

• Exploring the promises and challenges of AI with Ayanna Howard '93, Brown University, School of Engineering
• Sex, Race, and Robots author Ayanna Howard discusses how to identify, fight bias, The RobotReport
• Sex, Race and Robots: How to Be Human in the Age of AI, Audible 

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.

For more content, please visit the Teaching & Learning Studio.

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

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🎓 What does the education landscape look like in 2026? From artificial intelligence to competency-based education, the future of learning is being shaped by multiple forces. And institutions need to adapt fast.

In this episode of Teach & Learn, Dr. Cristi Ford sits down with John Baker (CEO, President and Founder of D2L) to explore how AI, immersive learning and skills-focused strategies are transforming education. You’ll hear why non-degree credentials are surging, how AI is reducing course development costs and why human connection still matters in a tech-driven world.

Baker shares practical insights on building flexible learning ecosystems, leveraging AI responsibly and moving beyond outdated standards like SCORM to create engaging, interactive experiences. This conversation is a roadmap for leaders ready to embrace innovation and prepare learners for the future.

💬 “The urgency has never been greater. Institutions need to step up and tackle the big challenges of re-skilling the workforce and preparing students for a new world with AI.” — John Baker

In this episode, Cristi and John discuss:

• the biggest forces shaping education in 2026
• how AI is transforming course design and reducing costs
• the rise of competency-based education and non-degree credentials
• moving beyond SCORM to open, interactive learning standards
• practical strategies for institutional leaders

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.

For more content, please visit the Teaching & Learning Studio.

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

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What does it take to lead online learning in today’s higher education landscape? In this episode of Teach & Learn, Dr. Cristi Ford sits down with Dr. Thomas Cavanagh and Dr. Jocelyn Widmer, editors of the Chief Online Learning Officer’s Guidebook, to explore how digital learning leadership is evolving—and why this resource is becoming essential for institutions everywhere.

From strategic planning to operational execution, the guidebook offers practical insights for COLOs and anyone shaping online education. You’ll hear how leadership competencies, entrepreneurial thinking, and future-focused skills like Futures Literacy are redefining what it means to lead in a post-pandemic world.

💬 “The future of online learning leadership will be defined by leaders who are not constrained by the way we’ve always done things.” — Tom Cavanagh

🔍What Cristi, Thomas and Jocelyn talk about:

☑️ Why the COLO role matters now more than ever

☑️ Strategic and operational frameworks for success

☑️ Lessons from CIO evolution and leadership competencies

☑️ Preparing for the future with Futures Literacy

 ☑️ Practical advice for new and aspiring COLOs

Purchase your copy of the Chief Online Learning Officer’s Guidebook today.

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, 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.

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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Is artificial intelligence (AI) just for grading and admin tasks? Not according to Matthew Winters. In this episode of Teach & Learn, Dr. Emma Zone chats with Utah’s first state-level AI education specialist about how AI is helping educators turn creative ideas into impactful, inclusive learning experiences.

From personalized support to improved accessibility, AI is becoming a collaborative partner in the classroom—helping teachers reach individual learners and bring bold ideas to life. 

Winters shares how the Utah State Board of Education is building an AI ecosystem that supports educators through professional learning, inclusive frameworks, and creative classroom applications. You’ll hear how teachers are moving from fear to curiosity, from creativity to accessibility, and how a connected K–20 approach is shaping the future of learning.

💬 “With a little bit of pushing, teachers move into creativity—doing things in their classrooms they’ve never been able to do before. Naturally, they begin asking, ‘How can this be accessible for all my students?’” — Matthew Winters

📣What Dr. Zone and Winters talk about:

☑️The development of Utah’s AI education framework 

☑️Professional learning as an investment, not a cost

☑️Creative and accessible AI applications in classrooms

☑️Building a K–20 pipeline for AI readiness

☑️The “Portrait of an AI Graduate” initiative

🔖Resources: 

• Playbook for Strategic Foresight and Innovation
• Utah State Board of Education, AI Overview
• Artificial Intelligence Framework for Utah P-12 Education: Guidance on the Use of AI in Our Schools
• ASU+GSV 2025: Utah Shares Plan for Statewide AI Education 

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.

For more content, please visit the Teaching & Learning Studio.

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

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