No Such Thing: Education in the Digital Age

Marc Lesser
  • 5.0 (46)
  • EDUCATION
  • UPDATED BIMONTHLY

The show is about learning with technology, the realities and exciting potential. Enjoying the show? Please take a moment to rate us, and leave a review wherever you've accessed the podcast. Find our listener survey at facebook.com/nosuchthingpodcast drop a like on the page while you're there. The music in this podcast was produced by Leroy Tindy, a guest in episode zero. You can find him on SoundCloud at AirTindi Beats. The podcast is produced by Marc Lesser. Marc is a specialist in the fields of digital learning and youth development with broad experience designing programming and learning environments in local and national contexts. Marc recently served as Youth Studies Practitioner Fellow at City University of New York, and leads a team of researchers and technologists for NAF (National Academy Foundation). Marc is the co-founder of Emoti-Con NYC, New York's biggest youth digital media and technology festival, and in 2012 was named a National School Boards Association “20-to-Watch” among national leaders in education and technology. Connect with Marc on BlueSky @malesser, or LinkedIn. What's with the ice cream truck in the logo? In the 80's, Richard E. Clark at University of Southern California set off a pretty epic debate based on his statement that "media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition." * So, the ice cream truck, it's a nod to Richard Clark, who frequently rings in my ear when I'm tempted to take things at face value. "Is it the method, or the medium?" I wonder. The title, No Such Thing, has a few meanings. Mostly, it emphasizes the importance of hard questions as we develop and document the narrative of "education" in the US. For Richard E. Clark, the question is whether there's such a thing as learning from new technologies. For others, it might be whether there's a panacea for the challenges we face in this field. Whatever your question, I hope that it reminds you to keep asking--yourself, your learners, others--what's working and how so. * Clark, R. E. (1983) Reconsidering Research on Learning From Media. Review of Educational Research 53(4) 445-459. Hosted on Acast. See acast.com/privacy for more information.

  1. Decoding Language of Grief and Joy in Digital Life

    FEB 6

    Decoding Language of Grief and Joy in Digital Life

    Desmond Patton is the 31st PIK University Professor at the University of Pennsylvania, with joint appointments in the School of Social Policy & Practice and the Annenberg School for Communication, where he is the Waldo E Johnson Jr. Professor of Communication. He also holds secondary appointments in the Department of Psychiatry at Children’s Hospital of Philadelphia & Perelman School of Medicine. He is founding director of SAFElab, founding faculty director of the Penn Center for Inclusive Innovation & Technology, and Chief Strategy Officer for the School of Social Policy & Practice. Professor Patton’s groundbreaking research examines the relationship between social media and gun violence, grief, and loss, focusing on how online communities influence offline behavior. His work has made him the most cited and widely recognized scholar in this critical area of social science. Early research focused on detecting trauma and preventing violence on social media has evolved into broader investigations of language analysis and algorithmic bias in artificial intelligence. He currently serves as a member of Spotify’s Safety Advisory Council, the Ethics and Equity Advisory Council (EEAC) at Axon, TikTok’s U.S. Content Advisory Council, and is a trusted advisor to several AI startups. As a social work scientist, Patton identified that traditional data science methods often fail to capture the cultural and linguistic nuances of predominantly Black and Hispanic youth. In response, he developed the Contextual Analysis of Social Media (CASM) framework, which integrates culture, context, and inclusion into machine learning and computer vision analysis. He is also pioneering a new research agenda on joy, developing a practical and theoretical framework for integrating joy into AI model development as a tool for equity, imagination, and human connection. Dr. Patton is a member of the National Academy of Medicine, an Obama Foundation USA Leader, a Mozilla Rise 25 Change Agent, a Presidential Leadership Scholar, and one of RockHealth’s Top 50 in Digital Health. Links: https://sp2.upenn.edu/person/desmond-upton-patton/ https://bsky.app/profile/did:plc:dxheqqkccc6z5kqgw34shta7 https://www.linkedin.com/in/desmond-patton-49a7b59/ Hosted on Acast. See acast.com/privacy for more information.

    56 min
  2. The Body Digital

    JAN 15

    The Body Digital

    Vanessa Chang builds communities and conversations about art, technology, people, and planet. She writes, curates, and teaches about new and old media, the history and philosophy of technology, design, disability and creative access, cities, comics, animation, circuses, and more.    She is Director of Programs at Leonardo, the International Society for the Arts, Sciences, and Technology.  She earned a Ph.D. in Modern Thought and Literature from Stanford University, where she was a Geballe Fellow at the Stanford Humanities Center and also ran the Graphic Narrative Project. She's also taught in Visual & Critical Studies at California College of the Arts and was lead curator with CODAME Art & Tech. She grew up in Singapore and Australia and is now based in San Francisco.​​   Her first book, The Body Digital: A Brief History of Humans and Machines, from Cuckoo Clocks to ChatGPT, will be published on 4 November 2025. Hosted on Acast. See acast.com/privacy for more information.

    43 min
  3. The Case for Curiosity

    12/18/2025

    The Case for Curiosity

    Tinsley Galyean, Author of Reframe is a technologist, designer, and co-founder of Curious Learning, a global nonprofit dedicated to eradicating illiteracy. He holds a PhD from the MIT Media Lab and works at the intersection of education, storytelling, and digital innovation, creating interactive experiences for museums and programing for networks like Discovery Kids, Disney, and Warner Bros. Under Galyean’s leadership, Curious Learning has made its literacy apps available in 60 languages, reaching children in diverse communities worldwide, many with little or no access to formal schooling. By partnering with parents, educators, NGOs, and governments, the organization has helped children in some of the most resource-constrained settings begin their reading journey. Curious Learning’s work is recognized for its commitment to mother-tongue instruction and its focus on data-driven evaluation to ensure real, lasting impact. LInks: https://www.businessexpertpress.com/books/reframe-how-curiosity-and-literacy-can-redefine-us/ https://www.curiouslearning.org/ https://medium.com/authority-magazine/high-impact-philanthropy-tinsley-galyean-of-curious-learning-on-how-to-leave-a-lasting-legacy-with-1c9b04d7b6fc Hosted on Acast. See acast.com/privacy for more information.

    56 min
  4. If Everyone Is a Power User: Matt Dalio on Democratizing Technology

    11/26/2025

    If Everyone Is a Power User: Matt Dalio on Democratizing Technology

    Matt Dalio is the founder of Endless, a visionary initiative dedicated to empowering youth to become creators of technology rather than passive consumers. His work spans three pillars: Endless Studios, a youth game-making studio; Endless Access, which tackles device affordability and connectivity; and Endless OS, an education-focused operating system designed to teach coding and digital skills through games. Matt’s journey began with formative experiences in China, where he founded the China Care Foundation as a teenager to support orphans—an early signal of his lifelong commitment to equity and empowerment. He’s also the son of Ray Dalio, founder of Bridgewater Associates, and credits his father’s ethos of purpose-driven work as a guiding influence, while forging his own path in education and technology. In 2024, Matt announced a major partnership with Arizona State University to launch the Endless Games and Learning Lab, a $5M initiative aimed at scaling personalized, game-based learning for millions of students worldwide. Links: Media Kit / Bio:https://kitcaster.com/matt-dalio/ Social:https://www.linkedin.com/in/mattdalio/ Website:https://www.endlessstudios.com/ Hosted on Acast. See acast.com/privacy for more information.

    1 hr
  5. Greedy Algorithms, Public Goods: Rethinking AI Regulation and Education

    10/31/2025

    Greedy Algorithms, Public Goods: Rethinking AI Regulation and Education

    Dr. Julia Stoyanovich is Institute Associate Professor of Computer Science and Engineering, Associate Professor of Data Science, Director of the Center for Responsible AI, and member of the Visualization and Data Analytics Research Center at New York University. She is a recipient of the Presidential Early Career Award for Scientists and Engineers (PECASE) and a Senior member of the Association of Computing Machinery (ACM). Julia’s goal is to make “Responsible AI” synonymous with “AI”. She works towards this goal by engaging in academic research, education and technology policy, and by speaking about the benefits and harms of AI to practitioners and members of the public. Julia’s research interests include AI ethics and legal compliance, and data management and AI systems. Julia is engaged in technology policy and regulation in the US and internationally, having served on the New York City Automated Decision Systems Task Force, by mayoral appointment, among other roles. She received her M.S. and Ph.D. degrees in Computer Science from Columbia University, and a B.S. in Computer Science and in Mathematics & Statistics from the University of Massachusetts at Amherst. Links: https://engineering.nyu.edu/faculty/julia-stoyanovich https://airesponsibly.net/nyaiexchange_2025/ Hosted on Acast. See acast.com/privacy for more information.

    59 min
  6. Debugging Efforts in CS Education

    07/31/2025

    Debugging Efforts in CS Education

    Guest Diane Levitt shares how Cornell Tech, in collaboration with the City of New York, is reimagining computer science education through an equity-first approach. From pilot programs that stumble to systems that scale, this episode explores how institutional iteration—especially when it fails—can lead to more inclusive and impactful CS learning. Links: https://www.prnewswire.com/news-releases/2024-state-of-computer-science-education-highlights-growing-investment-from-policymakers-continued-gaps-in-access-302282502.html edc.nyc/press-release/nycedc-and-cornell-tech-advance-new-new-york-initiative-establish-new-york-city edc.nyc/program/pilot-new-york-city par.nsf.gov/servlets/purl/10101543 https://tech.cornell.edu/about/ https://www.linkedin.com/feed/update/urn:li:activity:7344464344660811780/ https://csteachers.org/what-is-the-state-of-cs-education-in-2024/ Hosted on Acast. See acast.com/privacy for more information.

    1 hr
  7. The Data Beyond Seat Time

    06/25/2025

    The Data Beyond Seat Time

    In this episode of No Such Thing, I talk with Laura Slover, Managing Director of the Skills for the Future initiative—a joint effort by ETS and the Carnegie Foundation. We explore what it means to move beyond the century-old Carnegie Unit and toward a system that captures the full spectrum of what learners know and can do. From internships to outdoor leadership, from dashboards to transcripts that actually reflect growth—this conversation is for anyone thinking about how we build a more human, equitable, and future-ready education system. Links: Sasha Bruce Youthwork https://www.sashabruce.org/https://aschoolwithoutwalls.org/https://www.hightechhigh.org/ETS's official Skills for the Future page – This outlines the initiative’s goals, including competency-based learning and skill recognition, backed by ETS’s expertise in educational measurement.Carnegie Foundation’s Skills for the Future initiative – A deep dive into how the program is shifting education from time-based to competency-based learning, with a focus on essential skills beyond traditional academics.Indiana State Board of Education report – A detailed research paper discussing the transition from time-based education models to skill-based insights, highlighting the empirical evidence supporting this shift.Explainer on modern skills-based assessment – A paper from Carnegie Foundation discussing the limitations of traditional assessments and how Skills for the Future is innovating measurement techniques.ETS & Carnegie’s framework for durable skills – A breakdown of the essential skills identified for success across life domains, emphasizing developmental skill progressions and personalized learning.https://www.carnegiefoundation.org/resources/publications/carnegie-unit/https://eric.ed.gov/?id=EJ1057177https://nces.ed.gov/fastfacts/display.asp?id=38https://www.nagb.gov/news-and-events/news-releases/2025/nations-report-card-decline-in-reading-progress-in-math.htmlhttps://christophegaron.com/articles/mind/how-do-kids-change-during-the-summer-insights-on-summer-growth-in-children/https://www.tulsakids.com/brains-on-break/ Hosted on Acast. See acast.com/privacy for more information.

    46 min
  8. Can Simulation Train Equitable Teaching?

    06/10/2025

    Can Simulation Train Equitable Teaching?

    Exploring how simulations are shaping education research and practice, with insights from the book Promoting Equity through Approximations of Practice in Mathematics Education. It examines how approximations of practice can help educators sharpen their skills while keeping equity at the forefront. It’s not just about improving instruction; it’s about ensuring that all students, regardless of background, have access to high-quality learning experiences. Links: Lee, C., Bondurant, L., Sapkota, B., Howell, H. (2025). Promoting equity in approximations of practice for mathematics teachers. IGI Global. https://doi.org/10.4018/979-8-3693-1164-6 Benoit, G., Barno, E., & Reich, J. (2025). Simulating Equitable Discussions Using Practice-Based Teacher Education in Math Professional Learning. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 165-200). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-1164-6.ch008  Shaughnessy, M., Boerst, T. A., Garcia, N., & Claiborne, B. (2025). Orienting to Student Sense-Making: Using Simulations to Support the Development of Equitable Mathematics Teaching. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 253-276). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-1164-6.ch011  Howell, H., Shaughnessy, M., Stengel, B., Lee, C., Bondurant, L., Sapkota, B., Benoit, G., & Lai, Y. (2025). Editorial insights: Reflections on the volume and charge to the field. In C. Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting equity in approximations of practice for mathematics teachers (pp. 395-414). IGI Global. https://doi.org/10.4018/979-8-3693-1164-6.ch017 Ataide Pinheiro, W., Kaur Bharaj, P., Cross Francis, D., Kirkpatrick Darwin, T., Esquibel, J., & Halder, S. (2025). An Investigation of Gender Biases in Teacher-Student Interaction in Mathematics Lessons Within a Virtual Teaching Simulator. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 201-228). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-1164-6.ch009  MIT’s Teacher Moments digital simulation platform: https://teachermoments.mit.edu/  Becoming a More Equitable Educator https://openlearninglibrary.mit.edu/courses/course-v1:MITx+0.503x+T2020/about  Reich, J. (2022). Teaching drills: Advancing practice-based teacher education through short, low-stakes, high-frequency practice. Journal of Technology and Teacher Education, 30(2), 217-228. https://doi.org/10.70725/023707spaywm  Bima’s lit review: https://doi.org/10.1080/14794802.2023.2207088  Hosted on Acast. See acast.com/privacy for more information.

    53 min
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About

The show is about learning with technology, the realities and exciting potential. Enjoying the show? Please take a moment to rate us, and leave a review wherever you've accessed the podcast. Find our listener survey at facebook.com/nosuchthingpodcast drop a like on the page while you're there. The music in this podcast was produced by Leroy Tindy, a guest in episode zero. You can find him on SoundCloud at AirTindi Beats. The podcast is produced by Marc Lesser. Marc is a specialist in the fields of digital learning and youth development with broad experience designing programming and learning environments in local and national contexts. Marc recently served as Youth Studies Practitioner Fellow at City University of New York, and leads a team of researchers and technologists for NAF (National Academy Foundation). Marc is the co-founder of Emoti-Con NYC, New York's biggest youth digital media and technology festival, and in 2012 was named a National School Boards Association “20-to-Watch” among national leaders in education and technology. Connect with Marc on BlueSky @malesser, or LinkedIn. What's with the ice cream truck in the logo? In the 80's, Richard E. Clark at University of Southern California set off a pretty epic debate based on his statement that "media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition." * So, the ice cream truck, it's a nod to Richard Clark, who frequently rings in my ear when I'm tempted to take things at face value. "Is it the method, or the medium?" I wonder. The title, No Such Thing, has a few meanings. Mostly, it emphasizes the importance of hard questions as we develop and document the narrative of "education" in the US. For Richard E. Clark, the question is whether there's such a thing as learning from new technologies. For others, it might be whether there's a panacea for the challenges we face in this field. Whatever your question, I hope that it reminds you to keep asking--yourself, your learners, others--what's working and how so. * Clark, R. E. (1983) Reconsidering Research on Learning From Media. Review of Educational Research 53(4) 445-459. Hosted on Acast. See acast.com/privacy for more information.

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