Frank Banker is author, news producer, former teacher, and present teacher trainer.  In addition to the mass of open source materials he produces, and his political activism in support of Media Literacy in schools, he wrote a book called Media Literacy in the K-12 Classroom.  In this session, recorded in December of 2019 he promotes media literacy in schools and in society at large.

Serbest Salih created Sirkhane Darkroom, a mobile darkroom that provides workshops for children in the border are between Turkey and Syria.  His project received global media attention after the publishing of the book, I Saw the Air Fly, a collection of children's photographs.  Serbest's mission is unique in that he was once a child seeking refuge across the same border.  His goal, through the slowness of film photographic processing, if for children to construct meaning of their experiences and their world.  

Josh Burker runs the Maker Space at New York City's Marymount School.  Here he makes the case for why he teaches with Turtle Art across all grade levels and walks through the kinds of projects his students engage in.  Most importantly he discusses the kind of learning happening when students make as a community. 

Dr. Tal Slemrod has been collecting data on what students and teachers prefer in regards to different forms of remote learning.  Now, during Omicron spikes where the narratives are emotionally charged and Reality is quickly constructed according to cognitive bias, Dr. Slemrod reminds us of how data can counter policy loaded with politics.  A great listen for anyone affected by the school closures of late.

School board meetings have become politicized, teacher unions and mayors embattled, and teacher have been called unprintable names.  But what happens when it is the students who decide to fix what they perceive to be a dangerous environment.  Ayleen and Ximena organized a district wide petition for students to strike by not showing up to school if demands for a safer environment are not met.  Student agency and advocacy in Oakland, California.

John Thill explains cycles of planning for systems and phases through the Covid_19 period, the challenges of balancing ongoing research, anecdotal evidence, and local, stated, and national politics. John details innovations such as door step book delivery, online programming, and becoming what is needed during the pandemic.

Hugh Gash calls educators to encompass the mystical experience in teacher reflection, an acceptance that much of how learning happens cannot be known, and in that acceptance lies hidden epiphanies. Gash also discusses "Radical Constructivism" including circularity, social, and embodied experience in learning. Gash's concepts are refreshing to an increasingly edu-corporate approach to learning design.

Before we all were participating in the Covid_19 pandemic social experiment of living like astronauts, Arnab Chakravarty had already embarked on his own journey into his own circadian rhythms. His ITP (Interactive Telecommunications Program) thesis was the culmination of months living "off the clock". In this session Arnab delves into moving away from a monochronic mindset.

Dr. Scott McLeod of Dangerously Irrelevant has been interviewing educators from around the world during Covid_19 crisis, and blogging about the crisis in school leadership during the pandemic political plague in the U.S. Here he discusses openness to teaching and learning innovation and the plan to continue learning online until school reopenings.

Dr. Jenae Cohn discusses multimodal communication, taking the students' pulse, broadening bandwidths, call and response content creation, strategizing synchronous and asynchronous time, onboarding the tech stack, online course design, and the new ethics around tech and student privacy. An amazing discussion bridging the current hybrid learning design challenges from K-12 to higher education.