Feedback isn’t a one-time event, it’s a continuous cycle. But in most learning environments, we treat it as an afterthought, a judgment, or worse, a source of fear. We need to reclaim feedback as a shared, safe, and strategic tool for growth.

In this episode, I look at how to make feedback flow—across age groups, learning levels, and instructional designs.

This week, I’m unpacking:
✔️ How to normalize feedback as an embedded learning process
✔️ What small, low-effort feedback tools can do to build momentum
✔️ Why psychological safety is key to meaningful feedback culture

Feedback should be the rhythm of learning, not the rupture.

Ditch the One-Off Workshop and Build a Learning Ecosystem! 

We don’t grow from single moments, we grow from consistent, interactive systems. Yet too often, professional development is reduced to a one-and-done event. Real learning needs structure, flow, and time. In this episode, I explore how to design learning ecosystems that evolve with you and your organization or institution—through resources, reflection, and connection. 

This week, I’m unpacking:
✔️ Why learning systems are more powerful than isolated sessions
✔️ How to curate your own stack of learning tools and environments
✔️ What hybrid, informal, and networked learning can look like in real life

You don’t need another workshop. You need to design for rhythm.

Yes—There Are Relevant Technical Aptitudes for Young Learners!

We often delay digital skill building for children out of fear or lack of knowing where to start, but shielding them isn’t the same as preparing them. If we want kids to navigate the digital world with awareness and responsibility, we need to start early—and we need to do it with purpose. In this episode, I explore what digital literacy, citizenship, and and understanding of data might look like from ages 4 through 12—and how intentional, age-appropriate design can build confident, ethical digital citizens. 

This week, I’m unpacking:
✔️ What digital skills are developmentally appropriate across early childhood
✔️ Why proactive support builds safe, capable, and critical tech users
✔️ How early digital education shapes a more inclusive, ethical future

Digital life doesn’t wait until high school. Neither should we.

Higher Education Needs HIGHER Standards!

Rigorous doesn’t mean rigid, and raising the bar doesn’t mean longer essays and tougher exams. True academic rigor means deeper thought, sharper questions, and learning that actually prepares people for the world beyond the classroom. In this episode, I challenge the way we define “standards” in higher education, attempting to offer a more meaningful way forward. 

This week, I’m unpacking:
✔️ Why rigor should be about depth, not density
✔️ How to shift from completion to competency
✔️ Why investing in educators is key to excellence

Higher standards aren’t about harder tasks. They’re about higher expectations.

How to Learn: The Missing Course in Every High School.

We expect students to succeed, but we rarely teach them how learning actually works. Then, when they struggle, they blame themselves instead of the system that never taught them to navigate memory, focus, or motivation. In this episode, I explore the neuroscience, strategies, and metacognitive tools every learner deserves to know—before they ever get graded. 

This week, I’m unpacking:
✔️ Why understanding the brain makes learning smarter
✔️ How metacognition empowers confident, independent learners
✔️ What it means to normalize struggle and teach resilience

We can’t just teach content, we need to teach learning itself!

🚒 Make Assessment the Learning Engine, Not the End Game.
We’ve been treating assessment like a finish line—when it should be the fuel that keeps learning in motion. What if evaluation wasn’t about proving what you know, but about helping you grow?

In this episode, I explore how we can design assessments that guide, not grade—supporting learners in reflection, revision, and skill development while the learning is still happening.

This week, I’m unpacking:

✔️ Why assessment FOR learning is more powerful than OF learning

✔️ How feedback becomes a launchpad for growth

✔️ What it takes to turn evaluation into insight and momentum

When assessment is done well, it doesn’t stop learning—it powers it forward.

💖 Soft Skills Are Survival Skills! 💖 

Some still call them “nice-to-haves", but presence, curiosity, empathy, communication, and collaboration are the very things keeping our classrooms, workplaces, and communities afloat. These aren’t soft skills. They’re the foundation of our relational interactions. 

In this episode, I dig into why these essential human capacities aren’t side notes, but the core curriculum for a world that demands creativity, adaptability, and connection.

This week, I’m unpacking:
 ✔️ How presence builds clarity in a noisy world
 ✔️ Why curiosity fuels lifelong learning
 ✔️ The infrastructure of empathy and communication
 ✔️ Collaboration as our evolutionary advantage

These are the skills that set us apart from the machines. Highlighting our value and versatility in the age of automation. 

Tech Literacy Is a Moral Imperative! 🤖 💻 

We often talk about “teaching tech,” but rarely do we stop to ask: What kind of digital citizens are we raising? Knowing how to click, code, or search is no longer enough. Algorithms shape beliefs. Platforms influence behavior. Tools aren’t neutral and neither is the way we teach them. In this episode, I make the case for tech literacy as an ethical responsibility, not just functional skills.

This week, I’m unpacking:
 ✔️ Why digital literacy without ethics is a dangerous gap
 ✔️ How educators can model reflective, values-driven tech habits
 ✔️ What it means to raise conscious, empowered users—not passive consumers

If we want human-centered tech systems, we have to start with human-centered tech education.

All Learning Should Be Deep Learning! 🌊 🤓

We’ve been taught to cover content, tick boxes, and move on, but coverage isn’t comprehension and content alone doesn’t create thinkers. Deep learning isn’t about memorizing, it’s about meaning. In this episode, I explore how we shift from surface-level instruction to deeper, richer, more inclusive learning experiences that prepare students for complexity, not just compliance. 

This week, I’m unpacking:
✔️ Why subject matter should be a vehicle, not the destination
✔️ How to align outcomes with real-world competencies
✔️ What depth has to do with equity, inclusion, and learner voice

When we prioritize depth, we don't just educate minds—we empower people.

Measure What Matters, Value What’s Valuable.

In this episode, I’m challenging the way we define what’s important in education. Yes, subject matter still matters—but not in the traditional, one-size-fits-all way we’re used to. We’re talking about competency-based learning, personalized pathways, and deeper DEDI alignment. We’re also asking: are we equipping learners with the right technical skills—and, more importantly, the essential human capacities that will help them thrive in complex, changing environments?

This week, I’m unpacking:
✔️ What it means to truly align learning with real-world relevance
✔️ Why technical aptitudes must be tailored to your learners’ realities
✔️ How human strengths like empathy, communication, and adaptability are the real foundation of future-ready education

Education systems only stay relevant if we measure what really matters. Let’s talk about how to do that—on purpose. 

Enough with the Lecturer—It’s Time for the Learning Designer.

This week, I’m digging into a major identity shift happening in education—one that isn’t easy, but absolutely necessary. Most of us were trained to be subject matter experts first and educators second. But in today’s learning environments, especially in secondary, higher ed, and adult learning, that model just doesn’t hold up.

In this episode, I’m unpacking:
✔️ Why shifting from “lecturer” to “learning designer” matters
✔️ What it really means to be a facilitator, co-learner, and coach
✔️ How to design intentional, skill-based learning experiences that empower students to take ownership

Teaching isn’t about transferring information—it’s about crafting spaces for exploration, iteration, and mastery. This shift is uncomfortable, but it’s also where real impact begins.

🎙️ Listen wherever you find your podcasts, or at my YouTube channel!

AI Will NOT Replace Educators!

This week, I’m cutting through the noise. AI isn’t here to take our jobs—but it is here to change how we define success in education, and that should have us all paying attention!

In this episode, I’m sharing why we need to:

✔️ Stop the fearmongering
✔️ Start planning with intention
✔️ Focus on assessment as the true game-changer

Educators are more essential than ever, but our roles are evolving—and how we assess will determine our future relevance. I believe we can lead this shift, not be sidelined by it. 

Welcome to a new era in the Education Revolution. In this kickoff episode, I'm naming what many of us have felt for years: education isn’t waiting for transformation, it’s already experiencing it. From the rise of AI and the reimagining of assessment, to the shift toward human capacity-building and the collapse of outdated teaching models, the revolution is no longer on the horizon—it’s at our doorstep.

This year, I'll be unpacking 15 revolutionary ideas that are challenging the status quo and reshaping how we design, deliver, and experience learning. In this opening episode, I set the stage for what’s to come, invite you to question what you’ve always done, and help you start building the future now, one bold idea at a time!

So whether you're an educator, designer, strategist, or lifelong learner, this podcast is your invitation to not just witness the revolution, but to join it. Subscribe, share, and let’s build the future of education, together!

Dr. Maheux-Pelletier sees connection at the heart of her practice. Her professional role is all about connecting with colleagues to grow a common understanding of the challenges and opportunities facing the teaching and learning profession in higher education. The hope is that then together, we can then co-create strategic ways of adapting, experimenting with, and transforming the teaching practice to reflect and influence the changing landscape of higher education. Outside of work, she is also a self-described kick-ass mom.
 
As an experienced educational leader with a comprehensive understanding of university culture, Genevieve has played multiple roles within academia in the last 20 years - a professor, an undergraduate program director, an educational developer, and a scholar-researcher of teaching and learning. She has extensive teaching experience from the Universities in Canada, America, and Europe. Her research in the last eight years has focused on experiential teaching and learning in higher education and educational development and leadership, and prior to that her published work was in the field of discourse and conversation analysis.

Dr. Maheux-Pelletier is an expert in the process of strategic, culture shifts within often very challenging public higher education environments. Join me in welcoming her to the education revolution, for a powerful discussion on key considerations we can all make as we work together to bring about meaningful change in our systems of education.

Dr. Cristi Ford serves as the Vice President of Academic Affairs at Desire to Learn, otherwise known as D2L, she brings more than two decades of cumulative experience in Higher Ed., secondary education project management, program evaluation, training and student services to her role. In this role, she offers thought leadership and direction to the academic affairs unit of the organization.  

Her previous roles have allowed her to have impact in education from secondary all the way through to Higher Ed. settings as well as on the international landscape. Her reach has allowed her to focus on building online education in the US and on the African continent. Dr. Ford was selected by the online learning consortium as the 2022 OLC fellow, which is the highest professional distinction offered by the association. She is a tireless advocate for quality online education, where she has leveraged her passion and expertise in many realms in the education space.  

She's known for utilizing her leadership in extraordinary ways to help institutions build capacity and expand online programming through effective faculty development, instructional design and pedagogical practices. Cristi’s passion and professional expertise are a dynamic combination folks, something that comes across loud and clear during this exciting conversation. I am very grateful to welcome Dr. Christi Ford to the Education Revolution.

As assistant manager of learning technology services at York University, Helen has over 20 years of experience supporting faculty members as they navigate an increasingly digital reality. She has seen it all folks, from the origins of the modern learning management system to supporting huge institutions in what feels like a constantly changing and evolving landscape of procuring, installing, maintaining, troubleshooting, and upgrading different software and hardware.  

Helen is skilled in instructional design and the creation of e-learning solutions with a background in software development. Her background in software engineering allows her to be able to understand what's possible with technology, however that's not her true passion, that my friends is something much simpler and more human – helping people figure out how to do the things they want or need to do, whether that's making tech more friendly for them, enhancing the process of them using what already exists, or holding their literal or metaphorical hand as they navigate the frustrations of tech troubleshooting.  

Helen's focus is on building relationships and helping people in turn to build relationships with tools and technology. Helen's passion and professional expertise are matched only by her incredible insights on how to improve the support structures around technology. These are powerful takeaways everyone and they have the potential the positively inform system change in Higher Ed., so I'm super excited to welcome Helen to the Education Revolution.

Manzi is a recent graduate from York university's undergraduate communications and media studies program who has already garnered multiple work experiences in both the public and private sectors. A native of Rwanda, Manzi integrates his deep connection to the power of community into his work here in Canada, with a deep interest in how we communicate as human beings and how we can leverage technology and imagery to share information and inspire behavior. Manzi is hoping to work in innovative industries that promote meaningful collaboration and looks to contribute to the important projects related to solving some of today's biggest problems.  

Manzi is not only incredibly intelligent and passionate about his field of marketing and Comms, but he's also not afraid to adapt especially when it comes to making the most of a constantly evolving digital landscape. Whether it's exploring AI or considering the impact of handheld digital devices on the malleable minds of his generation, Mr. Ntaganzwa’s interest in observing and understanding human behavior has garnered some incredible insights, at a very young age.  

I'm super excited to share some of those insights and the powerful conversation we had today on The Education Revolution.

An independent contemporary dancer, choreographer, and costume designer based in rural Quebec. She collaborates regularly with dance artists and musicians in divergent cultural and economic settings, acting as a contemporary performing artist for over 20 years. Now a mother and a homesteader who has moved from downtown Toronto to the outskirts of Montreal in rural Quebec Jennifer’s focus on and has become increasingly more interested in alternative education models as they apply to the health of the planet  

This interest exceed the education of her own child, and it centered more on how we, as a species, raise and educate our children, insofar as it affects the way we move forward as a collective community across the world. Interested in cultivating an economically and environmentally sustainable way of life for her and her family, Jennifer’s insights on alternative education models and community-based practices will help to inspire all those looking for a answers when it comes to the role education might play in a more sustainable future for our species.  

Join me in welcoming Jennifer Dallas to the education revolution.

Dr. Allen has over 25 years’ of experience and a proven track record within the public and private sectors. He has worked as the Director of a large private language education school, as well as an Associate Dean within a large public Centre for Education in the college sector. 

Stephen brings education leadership and operations experience in both the Canadian and global contexts with specific specialties in the development and implementation of international institutional partnerships, program planning, development and renewal with a special focus on hybrid instructional and learning modalities, research and development of innovative programming emphasizing language and workplace essentials skills development and the application of education technologies to support student success. He hold a Doctor of Education in Distance Education focusing on innovative online networked learning systems.

Join me welcoming Stephen Allen to the education revolution, for this very relevant and well-timed discussion on enrollment, retention, budgets and the evolving value proposition of continuing education in this increasingly disrupted and digital reality.

Dr. Kipang (she/her) founded Creative Capacity Building CCB Strategies as a labour of love. As a consultant, practitioner and adjunct professor and lecturer, Shani has spent over 20 years facilitating processes of collaborative learning. Whether working in conference rooms, classrooms or in the community, Shani's approach has been largely the same - grounded in principles of evidence-based practice, dialogic learning and creative capacity building. An approach and skills set she now brings to her work as an Education Developer at York University.  

With a background in social work, Shani brings knowledge of non-profit and public sector systems built from the ground up - informed both by her work as a frontline clinical and community practitioner and 6+ years in project and program management. She has developed courses and training materials in the areas of Diversity & Equity, Conflict Resolution and International Community Development. In her work as an educator and facilitator, Shani has pioneered new pathways for experiential learning and dialogic organizational development. Her materials on simulation-based learning, cultural humility, “experts-by-experience” and JEDI (justice, equity, diversity and inclusion) have been integrated in the curriculum of multiple universities and training programs.  

Join me in welcoming Shani Kipang to the education revolution as we discuss the slow and steady process of systems change!