Silver Lining for Learning

• Generation of Change: Empowering Afghan Girls and Women Through Online Education

  We live in an age of many educational and societal changes; some even transformative. During the past five years, Silver Lining for Learning (SLL) has showcased dozens of organizations and institutions fostering such changes, inventions, and movements around the world. In Episode #232 of SLL, we feature a relatively new organization called Generation of Change (GOC). Importantly, GOC is a non-profit organization dedicated to empowering girls and women in Afghanistan through innovative online learning courses and programs. In terms of content targets, GOC provides training in the English language as well as computer literacy and math classes to girls across Afghanistan to help them pursue a variety of career opportunities in the future.GOC is also committed to fostering gender equality that can enable Afghan girls and women to have access to quality education. The mission of the leaders at GOC is make the needs of these girls and women more salient while striving for educational policy changes that can help the world become more just and equitable. Through their educational platform, they connect students with highly quality educators and trainers for around the planet, and, in turn, begin to create a global network of rich knowledge sharing and collaboration. As that occurs, brighter futures open up for girls in Afghanistan who are the future leaders of the country. By empowering girls and women, GOC is playing a vital role in breaking cycles of poverty and oppression. Empowerment, inclusivity, connection, collaboration, integrity, empathy, and unlocking potentials of Afghan girls and women are the principles underlying GOC.homepage (https://gocafghanistan.org/the-goc) andteam (https://gocafghanistan.org/who-we-are-1) and watch the short video below.Generation of Change Organization Anniversary video (1:52)Safar Mohammad Hamrah is an Afghan-Canadian computer science student at Indiana University (IU) in the United States. He is deeply passionate about blending technology with meaningful social impact. Originally from Afghanistan and having lived in Canada, Safar is now pursuing his undergraduate studies at IU. Safar is the founder of Generation of Change (GOC); a volunteer-led organization that provides online education to Afghan girls who are unable to attend traditional schools. Through GOC, Safar leads a dedicated team focused on promoting educational equity and empowerment. Building on this foundation of service, Safar’s people-first leadership style is shaped by his background and values, He is currently pursuing a minor in Leadership and a specialization in Artificial Intelligence, along with a strong interest in prompt engineering. He is widely recognized for his empathy, creativity, and unwavering commitment to supporting underserved communities. A lover of Persian poetry, photography, and mindful living, Safar merges tradition with technology to create tools that educate, empower, and inspire. His email contact is: [email protected] Naweed Hesan is a multitalented creative expert with over six years of professional experience in branding, graphic design, and 3D illustration. He has freelanced with startups, NGOs, and established brands globally, delivering efficient visual solutions that amplify identities and spark engagement. Side by side with his artistic pursuits, Naweed is a driven Coordinator at Generation of Change Afghanistan (GOC), His mail contact is: [email protected] Hamrah, is an economics major with a finance minor at the Asian University for Women (AUW). She is deeply passionate about making complex ideas accessible and relatable through storytelling. As an international student, she believes in education's transformative power, especially for girls and women. Being a member of Generation of Change (GOC), she has dedicated herself to empowering young women who have been denied their fundamental right to education. She holds that the key to societal development lies in the enlightenment and participation of every individual, particularly women and girls. When women are silenced or excluded, the entire nation suffers. Through GOC, her team has worked to inspire and enhance our sisters, advocating for education as a tool of liberation and progress. Our mission is to contribute to a world where education is a right, not a privilege, and where every girl has the opportunity to unlock her full potential. Parwin's email contact is: Email : [email protected]

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  1:05:23
• Stepping Up: Refugees in Need of Higher Education and So Much More

  With climate change, political unrest, wars, famine, there are countless people experiencing forced migration today as well as others impacted by the suspension of refugee programs, there is a dire need to step back to see the big picture for higher education as well as step up. The goal of episode #231 is to help people understand the circumstances in the world and how it affects people on the move, including humanitarian implications and possibilities. Some of the most vetted people on the planet who have been approved to migrate to the United States are being stopped and are stranded in route. And yet, the data indicate that within 6 years of arrival, such refugees are more highly employed than US citizens; in fact, the statistics are highly revealing in terms what they contribute back to society, Recent students with refugee status at Indiana University (IU) have come from Ukraine, Congo, Syria, South Sudan, Palestine, Pakistan, Iran, and most from Afghanistan. In this episode, we will get an update on such data from Nicole Bennett, Assistant Director for the IU Center for Refugee Studies. We will also hear from Rendy Schrader, Senior Director, International Student & Scholar Programming and New Initiatives, Office of International Services at IU, As Rendy points out, just 1 percent of refugees had access to higher education in 2019. That has increased to 7 percent in 2024 and the goal is 15 percent by 2030, per the Office of the United Nations High Commissioner for Refugees (UNHCR). The UNHCR is an agency that was mandated by the U. N. "to aid and protect refugees, forcibly displaced communities, and stateless people, and to assist in their voluntary repatriation, local integration or resettlement to a third country" (Wikipedia, 2025). Given the series of shockwaves caused by recent news, refugees need universities to step up even more right now as they need training on multiple topics including dietary needs, credentials, housing needs, immigration status, the importance of work, the reality of their educational studies, sending money home, and much more. Among the resources in Indiana for refugees is Patchwork Indy is a not-for-profit organization in Indianapolis, Indiana, deeply involved in refugee resettlement and support. IU also partners with Exodus, which develops relationships with schools, churches, etc. and helps bring it all together when the families arrive. Listen or watch Episode #231 for some interesting timely and current data, emotionally impactful stories, and ways that your organization or institution can perhaps step back and step up.Rendy Schrader is Chair of Indiana University’s Refugee Task Force, Rendy Schrader has led the campus effort to admit and serve refugee students for the past four years.  She is based in the IU Office of International Services, where she is a Senior Director for International Student & Scholar Programming and Initiatives.  After graduating from IU in 1982, she moved to Washington, DC and began a career in international education and has worked in it ever since. Working with this population has been among the most rewarding work she’s done.Nicole Bennett is a Ph.D. Candidate in the Department of Geography with a minor in Informatics at Indiana University Bloomington. She is the Assistant Director of the IU Center for Refugee Studies. She uses her experience working for the United Nations High Commissioner for Refugees (UNHCR), the Ministry of Gender, Labour, and Social Development in Uganda, and other humanitarian and development agencies to critically interrogate the turn towards data-driven solutions in the humanitarian space. Ms. Bennett is interested in physical/digital interaction and how technology intensifies these spaces of interaction.July 25, 2024, IU’s relationship with refugee resettlement organization helps with fresh starts, self-sufficiency: https://news.iu.edu/live/news/37243-ius-relationship-with-refugee-resettlement-organization, Indiana University News.

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  58:19
• Rewriting Foreign Language Education through AI

  Rewriting Foreign Language Education through AI with Nicole Mills, Arnaud Dressen, and Hannah KimAs artificial intelligence becomes increasingly integrated into educational contexts, its potential to support—not replace—student learning is generating both excitement and important questions. In the field of language education, this moment offers a compelling opportunity to rethink how writing is taught, especially for beginning learners. In Episode 230 of Silver Lining for Learning, we are joined by Nicole Mills, Arnaud Dressen, and Hannah Kim to discuss their innovative work on the design and evaluation of an AI-powered writing companion for foreign language learners.Their research centers on a multimodal, process-oriented writing platform that encourages students to engage in “reading to write” activities through dynamic interactions with a chatbot thought partner. Grounded in both the psychology of language learning and user experience design, their study explores how features like teaching presence, anthropomorphism, and writing self-efficacy influence how students perceive and engage with the tool.What they discovered was striking: students who reported greater enjoyment using the platform were also more likely to value the writing process and feel more confident in their foreign language writing abilities. At the same time, a strong perception of the AI’s teaching presence surprisingly correlated with reduced enjoyment of learning French. While students appreciated the human-like qualities of the chatbot, anthropomorphism alone did not predict better outcomes—suggesting that enjoyment and thoughtful design may matter more than simply making AI seem lifelike.In this episode, we explore the implications of these findings for future AI design in education, including the importance of customization, credibility, and learner agency. Join us for a discussion about how AI tools, when rooted in sound pedagogical research and theoretical foundations, can reshape the language learning experience for the next generation.Readings and ResourcesLink to published article in the Foreign Language Annals:Mills, N., Hok, H., Dressen, A., & Veillas, Q. (2025). Design and Evaluation of an Interactive AI Companion for Foreign Language Writing. Foreign Language Annals, 58(1), 1-30. https://onlinelibrary.wiley.com/share/author/SVAUFFDRNA68HATQD6BP?target=10.1111/flan.12790Substack feature from Open AI for Education: Teaching with ChatGPT: Immersive Language Learning with AILink: https://edunewsletter.openai.com/p/immersive-language-learning-withEpisode GuestsNicole MillsNicole Mills is the Joint Director of Language Programs in the Department of Romance Languages & Literatures and lecturer in the Graduate School of Education at Harvard University. She teaches courses in French, language pedagogy, and technology enhanced language learning and serves as the advisor for Harvard’s Bok Certificate in Teaching Languages and Cultures. Her research interests are associated with the psychology of language learning and their intersection with virtual and simulated environments in language learning, with a particular focus on artificial intelligence and virtual reality applications. Her book Perspectives on Teaching Language and Content (co-authored with Stacey Katz Bourns and Cheryl Krueger) was published in 2020 with Yale University Press and she has various publications in the Modern Language Journal, the Foreign Language Annals, Language Learning, the CALICO journal, the International Journal of Applied Linguistics and in various edited volumes. She holds a Ph.D. in Educational Studies and French from Emory University.Hannah Hok KimHannah Hok Kim is currently a postdoctoral researcher split between the MIT Libraries with the Center for Research on Equitable and Open Scholarship, MIT’s Department of Brain and Cognitive Sciences with saxelab, and Harvard University’s Department of Psychology with the Thomas Lab. She previously received her Ph.D. at the University of Chicago working with Alex Shaw. Hannah studies social and moral cognitive development. She is particularly interested in children’s early emerging intuitive theories about the use of rules and procedures in coordinating group-decisions.Arnaud DressenArnaud is the CEO and founder of Wonda, a cutting-edge web platform focused on immersive learning.Driven by a passion for using technology to enhance human creativity and foster collaboration, Arnaud has spent more than two decades at the forefront of media and education. His previous achievements include the creation of one of the first community-driven investigative journalism platforms, supported by the United Nations and the Ford Foundation, and pioneering innovative interactive documentaries featured at SXSW and the Cannes Film Festival.Arnaud's recent endeavors with Wonda have been focused on providing educators with innovative tools to facilitate the teaching and learning of vital 21st-century skills by leveraging the power of spatial computing and generative AI. His work, in collaboration with leading universities and creative studios, has earned Wonda recognition as one of the top 8 XR education startups by the Bill & Melinda Gates Foundation.

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  1:01:53
• A meeting of the Minds of Ed Tech Editors

  Episode #229: A Meeting of the Minds of Educational Technology Editors, 5 pm Eastern, 4/5/2025In Episode #229 of Silver Lining for Learning (SLL), we will explore the topic of editing journals in the field of learning, design, and technology. In this hour, we will hear from three distinguished editors:Dr. Peter Shea from the University of Albany, current editor of the Online Learning Journal (OLJ). In fact, he was the Founding Editor as OLJ emerged from the ashes of the Journal of Synchronous Learning Networks (JALN).Dr. Som Naidu from Melbourne, Australia, who until recently served as the editor of Distance Education (DE) for the past quarter century. In fact, he too was the Founding Editor.Dr. Vanessa Dennen from Florida State University has served the field in several editorial capacities, including a decade as co-Editor in Chief of The Internet and Higher Education (2014-2024), and 3 years as an Associate Editor for Educational Researcher. She is presently an Associate Editor for Computers in Human Behavior Reports and has edited special issues for Educational Technology Research & Development, Online Learning, Distance Education, The Internet and Higher Education, and Technology, Instruction, Cognition & Learning.More about the topics we hope to cover and our guests below the videohttps://youtu.be/2rK38Af5bncAmong the topics we'll discuss:How the rankings of educational technology journals have skyrocketed since COVID.Recent trends in the educational technology field.Recent and upcoming special issue topics in their journals.Significant challenges they face as editors.Present journal goals.Trends for the future that SLL might consider.As always, we will ask our guests to recommend future guests for SLL.About Our GuestsDr. Vanessa DennenDr. Vanessa Dennen is the Tyner Distinguished Professor of Instructional Systems & Learning Technologies in the Department of Educational Psychology & Learning Systems, Anne Spencer Daves College of Education, Health and Human Sciences at Florida State University. She joined the faculty at FSU in 2003. In 2024 she was named a Fellow of the Association for Educational Communications and Technology. She has a PhD in Instructional Systems Technology and MS in Educational Psychology from Indiana University and an MS in Instructional Design, Development & Evaluation from Syracuse University.Vanessa's research focuses on pedagogical, social, and ethical aspects of learning and interacting in online environments. She began her academic career studying student discussion and engagement in online classes. She has expanded this work to now focus more broadly on networked knowledge activities in professional development settings, the use of emerging online technologies (including artificial intelligence) to support formal and informal learning, and the development of identity and community in online environments. She leads two research groups at FSU, Mediated Environments for Meaningful Education (MEME) Research Group and the Students, Social Media & Schools Research Group.Vanessa has authored more than 100 journal articles and book chapters. Additionally, she has co-edited four books: Virtual Professional Development and Informal Learning in Online Environments (2012), Social Presence and Identity in Online Learning (2019), Reshaping International Teaching and Learning: Universities in the Information Age (2021), and Global Perspectives on Educational Innovations for Emergency Situations (2022). She was a section editor for the 2023 Handbook of Open, Distance and Digital Education.As a practitioner, Vanessa has worked as an instructional designer and evaluator in corporate, government and higher education settings. Projects have included developing and teaching a MOOC, evaluating online learning programs, designing standards-compliant Web-based training programs, and developing online community supports. She is also a trained leadership and performance coach, working with graduate students, faculty, and institutions to promote personal growth, professional development, and help people reach their individual and organizational goals.Vanessa delivers keynote speeches, professional development workshops, and webinars internationally for instructors and instructional designers on topics such as fostering online presence, online learning communities and networks, open educational resources, and instructional design for active learning. During the pandemic, she became known for her, “People First, Content Second, Technology Third” humanist approach to online teaching.Find her homepages at: https://annescollege.fsu.edu/vanessa-dennen or https://vanessadennen.com/Som Naidu, PhD; D. Litt., PFHEADr. Som Naidu, PhD; D. Litt., PFHEAProfessor Som Naidu is former Pro Vice-Chancellor (Flexible Learning), and Director of the Centre for Flexible Learning at the University of the South Pacific, and currently Principal Associate of Technology, Education and Design Associates—a Melbourne based educational technology consultancy service.Dr. Naidu has spent most of his professional life in the higher education sector in a variety of roles to do with enhancing learning and teaching in open, flexible, distance, online learning and distributed learning, and education more generally in a variety of jurisdictions. He possesses undergraduate qualifications in Education from the University of Waikato in New Zealand and graduate qualifications in Educational Technology from Concordia University in Montreal, Canada. A former president of the Open and Distance Learning Association of Australia, Som has served as Executive Editor of the journal Distance Education (https://www.tandfonline.com/toc/cdie20/current) for over 30 years.In May 2014 the Open University of Sri Lanka awarded Dr. Naidu a D.Litt. (Honoris Causa), in recognition of his extensive contribution to the field of open, flexible, distance and e-learning both regionally and internationally. And in July 2020, Advance Higher Education, UK, admitted Dr. Naidu as Principal Fellow of the Higher Education Academy for his commitment, contribution and strategic leadership in the scholarship of learning and teaching globally.ORCiD: http://orcid.org/0000-0002-7480-8120LinkedIn: https://www.linkedin.com/in/som-naidu-phd-d-litt-346a7199/Email: [email protected]: @sommnaiduProfile, Legends of online learning: https://onlinelearninglegends.com/podcast/050-professor-som-naidu/ and https://www.acode.edu.au/mod/page/view.php?id=4039Dr. Peter SheaDr. Shea is a Professor in the department of Educational Theory and Practice with a joint appointment with the Department of Informatics in the College of Engineering and Applied Science. His research focuses on technology-mediated teaching and learning in higher education. He is the author of numerous articles and several book chapters on the topic of online learning and co-author of The Successful Distance Learning Student. He is a co-recipient of several national awards including the EDUCAUSE Award for Systemic Progress in Teaching and Learning for the State University of New York, and Sloan Consortium Awards for Excellence in Faculty Development and Asynchronous Learning Networks Programs, and was named a Sloan-C Fellow in 2011.Dr. Shea has also been the recipient of significant external funding for his recent work. This includes three grants from the Alfred P. Sloan Foundation to research faculty and student experiences in complete online learning environments and support for the development of hybrid learning environments at the University at Albany. He was also principal investigator on a US Department of Education grant to research and develop an online system to support the teaching of Chinese to children in K-12 public schools.Previously, Dr. Shea was Associate Provost for Online Learning at UAlbany, providing leadership and strategy for online teaching and learning in collaboration with academic, administrative, and support units across the University. He was also Director of the SUNY Learning Network, the online education system for the 64 colleges of the State University of New York.Don't miss this exciting episode - join us on April 5th! 

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  1:04:59
• Virtual bridges for Intercultural learning: The TEC Center Story

  Intercultural competence—the ability to navigate cultural differences with understanding and respect—has become an essential skill in our interconnected world. This competence bridges gaps, fosters understanding, and creates meaningful connections across cultures. Technology has turned the world into one global village where in-person and online encounters with foreign cultures are the norm. However, these can be intimidating when one doesn't know how to navigate cultural differences. Technology serves as a powerful catalyst for developing this essential skill, particularly in today's increasingly multicultural educational landscapes, both on physical campuses and in online learning environments, preparing students for an interconnected future.Cross-cultural differences can be acute in societies with a history of conflict such as Israel. Its main cultural groups are secular Jews, religious Jews and Muslim Arabs, co-living with other minorities from diverse ethnic backgrounds. This diversity is also reflected in how the state and society are organized. Israel’s education system is divided into sectors with schools that do not interact with one another. In this complex context—where historical and ongoing tensions create additional challenges—educators bear the critical responsibility of nurturing students' intercultural sensitivity, creating an urgent need for specialized training while technology-facilitated virtual spaces offer neutral ground for meaningful interaction across cultural boundaries. The TEC Center's work takes on renewed significance as it continues fostering dialogue in this challenging environment.The TEC Center designs and implements simulations within virtual environments, utilizing advanced technologies to create immersive and interactive learning experiences. These simulations are applied in various educational settings to enhance intercultural communication, collaboration, and understanding. These carefully crafted simulations serve as transformative educational tools across various settings, specifically designed to enhance intercultural communication, foster collaboration, and deepen cross-cultural understanding.Simulations in teacher education provide preservice teachers with practical, hands-on experience in a controlled, low-risk environment. Unlike traditional theoretical instruction, simulations allow repeated practice and experimentation, helping future educators develop essential teaching skills. These simulations range from simple text-based formats to immersive virtual reality environments (Gibson et al., 2007; Marburg et al., 2017).Research suggests that incorporating simulations into teacher training programs enhances preparedness for real-world classroom challenges (Zibit & Gibson, 2005; Archambault et al., 2010; Badiee & Kaufman, 2014). By engaging in these controlled yet dynamic settings, preservice teachers gain valuable insights into classroom management, student engagement, and instructional strategies. Simulations also allow educators to role-play different scenarios, improving their ability to respond to diverse classroom situations effectively.Furthermore, virtual simulations create an opportunity for preservice teachers to refine their teaching methods without the fear of making mistakes that could negatively impact actual students (Amichai-Hamburger et al., 2002). These safe-to-fail environments cultivate both confidence and competence, ensuring that future educators are better equipped to navigate the complexities of modern, culturally diverse classrooms. These environments foster confidence and competence, ensuring that future educators are better equipped to handle the complexities of modern teaching. As a result, simulations serve as an essential tool for enhancing teacher education worldwide.AI is significantly transforming intercultural education by enhancing students' intercultural communication competence and promoting inclusive learning environments. The strategic integration of AI tools—including sophisticated chatbots, adaptive language learning applications, and culturally responsive digital assistants—facilitates highly personalized learning journeys and authentic cultural interactions, making education more accessible and effective for diverse learners. Additionally, AI-powered cultural simulations provide students with authentic global experiences, fostering deeper understanding and empathy in a rapidly globalizing world. These advancements not only improve communication across cultures but also contribute to a more inclusive and interconnected educational landscape.The TEC center has received multiple recognitions includingThe Minister of Education Prize for a pedagogic initiative that brought about change in teacher education (2013),The Jerusalem Unity Prize in the presence of the President of the State (2018).Most recently one of our guests Dr. Shonfeld received the 2025 Outstanding Service to Digital Equity award at the SITE 2025 Conference in Orlando, Florida.More at: https://mofet-web.macam.ac.il/tec/en/center/About our guestsProf. Miri Shonfeld is Vice President of the International Association of Intercultural Education, IAIE. She is the head of the Technology, Education, and Cultural Diversity (TEC) Center at MOFET Institute and the head of the thesis graduate program in Technology in Education at Kibbutzim College of Education in Tel-Aviv. Her research deals with intercultural education, online learning environments, collaborative work, virtual worlds, AI and faculty development.Dr. Manal Yazbak  Abu Ahmad is a  Senior Lecturer, pedagogical supervisor, former Dean of Student Affairs, ex-department chair in the English Department at Sakhnin Teacher’s College, and a board member of the TEC Center. She has been coordinating TEC International Online Day for the last 6 years. Furthermore, she is an expert in using innovative digital tools in instruction and has been executing collaborative learning strategies in an online multicultural environment for more than 14 years. Her primary research areas are Intercultural Exchanges, Multicultural Education, Changing Attitudes, Intergroup Dialogues, and Online Collaborative Learning.Dr. Wafa Zidan, Head of Digital Teaching and Learning Unit, at The Arab Academic College of Education in Israel-Haifa. She is a Lecturer in the field of ICT, computer science and research methodology, Internship workshop facilitator, a pedagogical trainer at the college, and online course developer.Her research interests are, online teaching, implementing technology in education, developing, and implementing online courses, as well as the in the field of Internship and entry into teaching profession.

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  1:05:07

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