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Welcome back to another episode 
of Ed Up L&D. 

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I'm your host, Holly Owens, and 
today we're diving into a 

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conversation that blends 2 
worlds. 

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I know a lot of you will love 
business and higher education. 

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My guest is Rebecca Barnes, 
Program Director at Bellevue 

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University, who has a 
fascinating journey from project

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management and finance in the 
teaching, instructional design 

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and program leadership. 
In this episode, we'll explore 

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how she's merging business know 
how with learning design, 

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weaving AI and emerging tech 
into higher education programs 

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and creating flexible, relevant 
learning experiences for today's

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adult learners. 
If you've ever wondered what it 

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looks like to step into higher 
Ed as a professional, or how to 

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lead a program that actually 
needs learners where they are, 

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this one's for you. 
So let's jump right in and hear 

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Rebecca's story. 
Hi, we're ispring, an 

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international team of e-learning
enthusiasts who helped more than

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60,000 clients across the globe 
succeed with better online 

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learning. 
Our two flagship solutions are 

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ispring Suite and ispring Learn 
LMS. 

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Ispring Suite is an intuitive, 
all in one authoring tool for 

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creating engaging e-learning 
content, and ispringlearn is an 

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innovative online training 
platform for onboarding, 

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upskilling, and certifying your 
teams. 

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We also provide tons of free 
resources for aspiring and 

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experienced e-learning 
professionals, conduct weekly 

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webinars with top industry 
experts, and organize annual 

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e-learning conferences, 
challenges, and championships. 

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We'd be happy to get to know you
and pick a solution that fits 

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your needs best. 
Go to www.icepringsolutions.com 

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to learn more about us, download
our resources, and connect. 

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Hello everyone, and welcome to 
another fabulous episode of Add 

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up L&D. 
My name is Holly Owens and I'm 

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your host again. 
I'm super excited every time I 

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have a new guest on the show. 
And today I have another new 

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guest. 
I have Rebecca Barnes here. 

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Rebecca, welcome on in to add up
L and. 

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D Thank you, Holly. 
Glad to be here. 

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I'm really excited. 
So, Rebecca, why don't you tell 

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us a little bit about how your 
background and how you move from

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the world of business into 
education and learning? 

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Sure. 
You know, my background is in 

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project management, customer 
experience, consulting and 

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finance. 
And over time I realized the 

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parts I loved most were the 
moments where I was helping 

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people learn and succeed. 
So in matter of fact, at one 

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time, company had sent us, we 
were in a leadership class and 

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I'm sitting in that class and I 
thought, wow, I would really 

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like to be doing this all the 
time. 

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You know, And it is kind of one 
of those things you're always 

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sitting like, oh, maybe, maybe 
that'll be my, my retirement 

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job. 
And then I, I had an opportunity

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to start teaching as an adjunct 
and I was like, oh, this is 

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really fun. 
This is cool. 

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You know, you go to your day job
and then this is what you did 

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for fun. 
Yeah, I know a second job. 

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That's what I do for fun. 
That's a lot of comments. 

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It's not. 
And I really fell in love with 

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it. 
So now I get to merge business 

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know how with learning design. 
I was always kind of a I'm not a

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technical person. 
I was in project management. 

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So I used to tell my grandmother
how I explained my job was I was

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a techie to normal person 
translator. 

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Yes, that is a great. 
I've never heard it explained 

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that way. 
That's a great way to explain it

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because I always used to say 
like very complex topics make it

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very simple. 
Exactly. 

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And being able to both talk to 
the the tech folks about what 

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you're trying to create and to 
the end user about what they're 

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needing and try to come up with 
the product that's actually 

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going to solve the problem 
you're trying to solve. 

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So now I really see my role as 
helping both students and 

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instructors thrive in this fast 
changing world. 

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And how do we use Ed tech to 
make education and the learning 

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process better? 
Absolutely. 

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Well, tell us a little bit about
your role at Bellevue, like as 

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the program director, like what 
are some of the things you know,

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I'm always fascinated by? 
Like you've, you started out as 

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an adjunct, you're still 
teaching in the program, you're 

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now the program director. 
So how, what does that look 

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like? 
What is that all entail on the 

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day? 
To day, sure. 

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So I'm the program director for 
the Business Management and 

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Leadership degree program at 
Bellevue University. 

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Our students are online, they're
working adults, they're 

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balancing jobs, families and 
schools. 

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So my focus is really on making 
the learning applied, relevant 

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and usable. 
They want it to be something 

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they can actually go into work 
the next day and use what they 

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just. 
Love that. 

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Yes, completely applicable. 
And I also work on weaving 

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emerging technologies like AI 
into the curriculum in ways that

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empower students rather than 
overwhelm them. 

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We're all kind of feeling our 
way around that's, you know, I 

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had a colleague who just in this
was just a few weeks ago. 

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She's like, do you realize that 
ChatGPT has just been out for 

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1000 days? 
Yeah. 

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And so, so we're really living 
this disruptive technology and, 

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you know, in the classroom and 
when we go out and talk to 

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employers, they're very clear 
that they expect our graduates 

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to come out and help them figure
out what they're doing with AI. 

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So making sure that we're we're 
covering that in the classroom 

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and staying up to date is really
important. 

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That's great. 
And you know what's so funny is 

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like AI is literally everywhere 
now. 

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I went like yesterday my 
electric toothbrush went kaput. 

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OK, so I'm on Amazon or I'm 
doing like a what's the Oral-B 

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versus Sonicare or whatever? 
And the what pops up is an 

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electric toothbrush with built 
in AI AI to tell you where to. 

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I know I'm. 
So I'm like, this is like, you 

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know, that's like next level to 
me. 

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Like it's, it's integrated into 
that sort of technology. 

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Like I know there's generative 
AI. 

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I know there's things behind the
scenes that are kind of helping 

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us write stuff or prompting. 
But I saw that I was like, this 

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is absolutely insane that this 
is already happening. 

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Because, you know, I imagine a 
world 510 years from now where 

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everything is integrated with AI
and it's just something that we 

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use it every day and we don't 
really notice. 

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It I think so too. 
I really try to talk to students

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too, about the saying is history
doesn't repeat itself, but it 

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echoes. 
Yeah. 

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And when we talk about 
disruptive technologies, and I 

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think that's what we're living 
with right now. 

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Like, you know what, folks? 
I don't like to admit it, but 

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I'm old enough to remember when 
people use typewriters instead 

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of computers. 
So then you've got the personal 

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computer was a very disruptive 
technology for business. 

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And you thought, oh, well, this 
is going to be it. 

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This is the one for my lifetime.
And luckily I started off in 

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school learning computers. 
So we kind of came out and 

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already we're ready for that. 
And then the cell phone came out

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and yeah, I don't think people 
really realized how much that 

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was going to integrate into our 
lives. 

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And now you can't log into your 
computer without your phone. 

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Right. 
You can't log into anything 

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without your phone. 
You need to text message, you 

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have to do a passcode, you have 
to do face stuff. 

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It's absolutely, it's so 
different. 

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I grew up in the analog world as
well. 

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I'm just like, you know, I 
remember getting our first 

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computer at about 10 years old 
and we had that. 

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We had rented it from Gateway. 
And my grandmother, you know, 

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she was all about, she made my 
sister, myself in high school, 

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take keyboarding. 
It was called keyboarding, not 

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computers or whatever they call 
it now. 

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So I'm so glad she did that 
because I can type really well. 

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But yeah, definitely the switch 
from analog to digital and 

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people say things, you know, at 
first there's people like 

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they're very much resistant to 
the fact that something is 

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changing and then now we don't 
even notice it anymore. 

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So I think, I don't know if you 
feel the same way, but I think 

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that's going to be something 
that where that AI is going to, 

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that's going to happen with AI 
with people as well. 

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They're just not going to be 
like, no, we can't use AI, know 

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it's bad, it's going to replace 
human jobs and things like that.

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Oh no, I think we're, we're very
much going to be in a human in 

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the loop world with, with AI. 
I'm laughing over your 

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keyboarding because they made us
take a actual typing class on a 

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typewriter. 
And then the next semester we 

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had to take a class typing on 
the computer. 

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And unfortunately for me, 
neither one took. 

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I am not a good typist, but that
is one of the things that I love

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about, you know, how much 
technology is moved. 

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I'm typing away and I'm I'm 
actually a great speller, 

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terrible typist, and I'm 
watching my computer. 

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Just go ahead and be like, yeah,
I know what you meant here. 

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Exactly. 
It automatically knows and knows

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exactly what you're thinking. 
It's. 

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Really, you know, 20 years ago, 
me and Whiteout were really good

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friends, but now, no need. 
Yeah, absolutely. 

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And that's, that's a real change
in in how the world's going and 

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how we have to be really 
deliberate in what we're, what 

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we're doing and, and how we are 
approaching our education 

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product. 
And in our program, we think a 

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lot about how adults learn. 
You know, andragogy is really 

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different from pedagogy. 
Our students aren't kids, 

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they're working adults. 
Like I mentioned, they've got 

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families, jobs, experiences. 
They want their learning to be 

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very relevant, applied and 
respectful of their time. 

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Yeah. 
So we work real hard to design 

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our courses to meet them where 
they are. 

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And one of the things that we we
work on, and this is where AI is

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actually very helpful as well, 
is making the lessons as 

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accessible as possible. 
So, you know, not everything in 

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your course can be done on a 
phone or on a mobile device, but

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we do try to make mobile 
friendly options wherever we 

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can. 
So that way a student, you know,

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you're on your 15 minute break 
at work, you can watch a video, 

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you can complete a quick lesson 
or you know, the one I just had 

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a student done there. 
Like, yeah, so my kid had this 

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full weekend soccer tournament 
and them in the bleachers got my

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iPad out and they were able to 
do a lot of the lessons for the 

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class right there. 
And I'm sure they were actually 

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watching their child when they 
were playing. 

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But you know when they're bring 
out the iPad? 

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They're multitasking, Right? 
Exactly. 

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So you're, that's a good 
transition to the next question.

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Like you're, you know, you're 
working with the institution 

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that serves thousands of adult 
learners and you've taught many 

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of them. 
What are some maybe, maybe some 

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misconceptions or things that 
people don't know about adult 

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learners? 
Learners like you had mentioned 

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some things like they're, they 
wanted to be relevant right 

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away, meeting them where they're
at. 

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So what are some things that 
maybe, you know, if we're 

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thinking about this from a 
learning and development 

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perspective that people just 
don't know about adult learners?

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You know, in some ways I think 
it's adult learners and all 

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learners, but adults in 
particular. 

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We, we kind of have a saying 
that we talk about with our 

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students. 
We understand that school at 

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best for these students is in 
3rd place priority wise. 

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You know, it's family, it's work
and then school. 

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So one of the things that that's
really helpful is flexibility, 

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making it so that you know, they
have opportunity to work ahead 

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when they need to. 
Or, you know, I'm, I'm actually 

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fairly generous with extensions.
You know somebody I have a 

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student of just, I have a 
student right now who is 2 weeks

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in the United States and two 
weeks over in Europe. 

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And, and when he's in Europe, 
he's actually at a place where 

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Internet access may be limited 
at times. 

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He's out out on the ocean. 
And so really it's been great. 

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It's it's a great test of how of
our course design is how well is

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that working for him in order to
be able to stay caught up and be

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able to access what he needs and
do things. 

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And it's actually worked really 
well, which is kind of one of 

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the things that we are really 
striving for in that y'all, like

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I said, I've got my y'all folks 
who are just, yeah, this 

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weekend's going to be busy. 
I'm out of town at a soccer 

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tournament versus the next two 
weeks are going to be crazy. 

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I'm going to be. 
I'm domestic, I'm stateside and 

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then I'm overseas. 
That's a crazy travel schedule. 

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So it definitely has to be a 
program that's flexible. 

235
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And one of the things like you 
mentioned you do for your 

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students, you offer extension 
Ioffer flexible due dates 

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because you know, there's just 
not like everybody has something

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going on. 
Like you said, school is 

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probably in the it's in the top 
five hopefully. 

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But other other than that, it's 
just like, I don't, you know, 

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like strict deadlines don't 
necessarily work. 

242
00:12:31,880 --> 00:12:34,160
I know there's something that we
have in a corporate setting, we 

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have some strict deadlines, but 
from learning development 

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perspective, flexibility is key.
And that's also good for for, 

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like you said, accessibility, 
making sure everybody is getting

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what they need and you're 
meeting them definitely where 

247
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they're at. 
For sure. 

248
00:12:45,640 --> 00:12:47,840
Oh yes, Well, and even you. 
Know for. 

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Project management background. 
And there are we, we got some 

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strict deadlines like, you know,
students know I'm like, OK guys,

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the end of this course, I'm 
going to have a period where I 

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got to finish final grades and I
have to turn those into the 

253
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university. 
That's a hard deadline camp. 

254
00:13:02,320 --> 00:13:04,800
Yeah, exactly. 
Yes, I do the same. 

255
00:13:05,280 --> 00:13:07,600
But in the meantime, there's 
different areas. 

256
00:13:07,600 --> 00:13:10,640
I'm like, OK, yeah, we can put 
some slack in there. 

257
00:13:10,640 --> 00:13:13,160
In that particular area, you 
have an extra couple of days 

258
00:13:13,160 --> 00:13:16,200
here and there, you've got 
something going on or need 

259
00:13:16,200 --> 00:13:19,360
something. 
Just a little flexibility can 

260
00:13:19,360 --> 00:13:22,240
really make a huge difference. 
And another thing that we really

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00:13:22,240 --> 00:13:25,920
focus on in course design is 
reducing the cognitive load. 

262
00:13:26,000 --> 00:13:29,200
We don't want students wasting 
time just figuring out where to 

263
00:13:29,200 --> 00:13:33,480
click or going to find the 
chapter that they're going to be

264
00:13:33,560 --> 00:13:36,240
reading. 
We just go ahead and integrate 

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links directly in each week. 
It's going to take you right 

266
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right into that chapter that you
need to read that week. 

267
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And the tools we use. 
Actually, the great thing too is

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I click, I'm right there where 
I'm going to read, or maybe I 

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00:13:47,800 --> 00:13:51,520
get to read 5 pages and I get 
interrupted because we have 

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lives. 
Then when I come back into the 

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class the next time, click that 
same link, it's going to take me

272
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to the page where I left off so 
I'm not always having to go back

273
00:13:59,880 --> 00:14:02,560
and OK, well, now I got to find,
Oh well, here's the link to go 

274
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out to the get to the book. 
Now I got to sign into that 

275
00:14:04,560 --> 00:14:06,720
system. 
Now I got to go and you know 

276
00:14:07,000 --> 00:14:09,160
page forward to where I left off
of where was. 

277
00:14:09,320 --> 00:14:11,760
Put a sticky note somewhere. 
There was a sticky note 

278
00:14:12,040 --> 00:14:13,600
somewhere. 
Exactly. 

279
00:14:13,840 --> 00:14:17,800
So just really making it to 
where when I do have time, I can

280
00:14:17,800 --> 00:14:20,960
dive right into where I left off
and go there. 

281
00:14:21,160 --> 00:14:25,080
My my son's a college student 
and he was in a class that was 

282
00:14:25,080 --> 00:14:27,000
not designed that way. 
And I got to kind of see first 

283
00:14:27,000 --> 00:14:29,240
hand, I'm like, OK, This is why 
we spend this time. 

284
00:14:29,360 --> 00:14:34,480
He had literally, it was like a 
page of just solid words on how 

285
00:14:34,480 --> 00:14:37,720
to access his textbook. 
And by the time, you know, he's 

286
00:14:37,720 --> 00:14:39,720
trying to skim it, you know how 
kids are. 

287
00:14:39,920 --> 00:14:42,640
And he finally comes to me, he's
like, I can't figure this out, 

288
00:14:42,880 --> 00:14:44,520
you know? 
And I know most of the 

289
00:14:44,520 --> 00:14:46,560
publishers pretty well. 
So I was like, OK, hold on. 

290
00:14:46,880 --> 00:14:49,440
It took me 15 minutes to help 
him get logged into his 

291
00:14:49,440 --> 00:14:51,880
textbook. 
And by that time, he was not in 

292
00:14:51,880 --> 00:14:53,720
the mood. 
Like, you're not ready to read. 

293
00:14:53,800 --> 00:14:55,840
No, you're not ready to actively
read. 

294
00:14:55,840 --> 00:14:58,120
At that point. 
There's like a barrier. 

295
00:14:58,360 --> 00:14:59,720
Yeah. 
Yes. 

296
00:14:59,840 --> 00:15:02,920
And so that, you know, that's 
something that we really work to

297
00:15:02,920 --> 00:15:06,520
try to reduce and eliminate 
wherever we can is how can we 

298
00:15:06,520 --> 00:15:10,720
make this more student centric 
it easy for them to get to what 

299
00:15:10,720 --> 00:15:13,440
they really need to do. 
Yeah, absolutely. 

300
00:15:13,600 --> 00:15:16,920
I think like, you know, it's it,
it takes a lot of work to kind 

301
00:15:16,920 --> 00:15:19,960
of figure out kind of balance 
between like curriculum content,

302
00:15:20,160 --> 00:15:21,880
activities, all the different 
things. 

303
00:15:21,880 --> 00:15:25,920
So technology. 
So you're obviously including a 

304
00:15:25,920 --> 00:15:28,280
lot of different tools into your
courses. 

305
00:15:28,520 --> 00:15:30,920
So what are some of the tools 
that you're using and how do you

306
00:15:30,920 --> 00:15:33,640
see those tools as like 
benefiting the students that are

307
00:15:33,640 --> 00:15:37,120
engaged in your courses? 
There's a lot of different tools

308
00:15:37,120 --> 00:15:40,120
that we use. 
Kind of want to love to go back 

309
00:15:40,120 --> 00:15:43,560
to a episode of yours just 
earlier. 

310
00:15:43,800 --> 00:15:47,600
You did that episode about 
Disney and Taylor Swift. 

311
00:15:47,920 --> 00:15:51,520
Yes. 
And love, love that episode. 

312
00:15:51,520 --> 00:15:53,600
Thank you. 
I'm a Disney mom. 

313
00:15:53,600 --> 00:15:56,880
My my oldest child is actually 
down at Disney right now doing 

314
00:15:56,880 --> 00:15:58,840
their college program. 
Nice. 

315
00:15:59,040 --> 00:16:02,000
So super excited about that. 
But you know, what really 

316
00:16:02,000 --> 00:16:04,720
inspires me about Disney and, 
and what I liked about your 

317
00:16:04,720 --> 00:16:10,160
podcast is the storytelling. 
You know, my favorite ride at 

318
00:16:10,160 --> 00:16:12,520
Epcot is Spaceship Earth, which 
probably. 

319
00:16:12,560 --> 00:16:15,400
Oh my God. 
That's one people don't people. 

320
00:16:15,480 --> 00:16:17,680
That's the, that's the one 
that's in the Epcot ball. 

321
00:16:17,960 --> 00:16:20,400
It's not not Mission of Mars, 
that's the one that's in the 

322
00:16:20,400 --> 00:16:22,520
Epcot ball. 
They're redoing that one. 

323
00:16:22,720 --> 00:16:24,640
Yes, it needs some. 
It needs an update. 

324
00:16:24,640 --> 00:16:26,520
It needs it. 
Needed an update but you know 

325
00:16:26,520 --> 00:16:29,240
the storytelling and it is just 
yes that. 

326
00:16:29,800 --> 00:16:32,440
Is so true. 
And it talks about human 

327
00:16:32,440 --> 00:16:34,280
communication is, is, is the 
focus there. 

328
00:16:34,280 --> 00:16:35,760
But their big thing is they're 
showing you this. 

329
00:16:36,040 --> 00:16:39,040
It's storytelling all the way 
through from, you know, they're 

330
00:16:39,040 --> 00:16:42,120
talking about cave walls and and
then they've got, you know, the 

331
00:16:42,120 --> 00:16:48,240
Socrates and the, you know, 
books and libraries and then all

332
00:16:48,480 --> 00:16:51,040
through computers. 
But the whole thing is the whole

333
00:16:51,040 --> 00:16:53,080
time you're just immersed. 
They're telling, telling you a 

334
00:16:53,080 --> 00:16:56,400
story. 
And I think that's really the 

335
00:16:56,400 --> 00:16:58,920
key to how people learn. 
I mean that we are just 

336
00:16:58,920 --> 00:17:03,720
programmed as human beings that 
stories are how we learn best. 

337
00:17:04,160 --> 00:17:06,319
You'll remember a story. 
Yes. 

338
00:17:07,440 --> 00:17:10,599
And I, I was reminded the other 
day, my, my husband works from 

339
00:17:10,599 --> 00:17:13,280
home. 
And so he likes to have the 

340
00:17:13,359 --> 00:17:15,240
oldies channel on in the 
background. 

341
00:17:15,599 --> 00:17:18,480
He likes background noise. 
And it was an old episode of 

342
00:17:18,480 --> 00:17:21,520
Andy Griffith. 
Yep, we've been to the museum. 

343
00:17:21,800 --> 00:17:25,440
My fiancee now, yeah. 
And you might not think, oh, I'm

344
00:17:25,440 --> 00:17:29,160
going to learn something about 
education and and learning from 

345
00:17:29,160 --> 00:17:31,880
Andy Griffith. 
But in this particular episode, 

346
00:17:31,880 --> 00:17:34,640
Opie's complaining about his 
teacher and and having to learn 

347
00:17:34,640 --> 00:17:37,080
his history lessons. 
And you don't all make the 

348
00:17:37,080 --> 00:17:39,120
mistake of agreeing with him. 
And well, that's history. 

349
00:17:39,120 --> 00:17:41,520
Yeah, I know. 
So he kind of goes in thing 

350
00:17:41,520 --> 00:17:44,000
enough. 
This is old, so if I don't need 

351
00:17:44,000 --> 00:17:49,040
it and the teacher has to come 
back and get on his case anyhow,

352
00:17:49,040 --> 00:17:52,840
how he turns these little boys 
around into being interested is 

353
00:17:52,840 --> 00:17:56,360
instead of asking them to go and
read the history book and then 

354
00:17:56,360 --> 00:17:59,160
answer the questions, which is 
kind of how the teacher was 

355
00:17:59,160 --> 00:18:01,000
doing it, quite honestly. 
Yeah. 

356
00:18:01,040 --> 00:18:04,120
He starts telling him a story 
about this old boy named Paul 

357
00:18:04,120 --> 00:18:07,600
Revere and makes it really 
exciting and interesting. 

358
00:18:07,600 --> 00:18:10,120
And then they start asking him 
questions about what, when he's 

359
00:18:10,120 --> 00:18:12,880
like, oh, you know, I don't know
that part, but you know where I 

360
00:18:12,880 --> 00:18:15,600
bet you could find it? 
And that history book your 

361
00:18:15,600 --> 00:18:18,480
teacher gave you, right. 
And all of a sudden, now it's a 

362
00:18:18,480 --> 00:18:20,800
story and they're interested and
they're buying in and they're 

363
00:18:20,800 --> 00:18:23,320
invested. 
And I was just like, oh, that's 

364
00:18:23,320 --> 00:18:25,680
hilarious. 
That was not what I thought. 

365
00:18:25,680 --> 00:18:28,400
I when I went downstairs to grab
something, I didn't think I was 

366
00:18:28,400 --> 00:18:31,320
going to get a lesson from Andy 
Griffith on how to teach better.

367
00:18:31,480 --> 00:18:34,400
But there you have it. 
But that's the whole thing, you 

368
00:18:34,400 --> 00:18:38,960
know, or if I think about like 
Ken Burns documentaries, just 

369
00:18:38,960 --> 00:18:41,320
fascinating to sit through, you 
know, and that's the whole 

370
00:18:41,320 --> 00:18:43,200
thing. 
Storytelling isn't fluff in 

371
00:18:43,200 --> 00:18:45,200
education. 
It's actually what makes our 

372
00:18:45,200 --> 00:18:47,680
content real, more memorable and
meaningful. 

373
00:18:48,720 --> 00:18:52,080
And, and that's where I really 
like and, and I'm going to call 

374
00:18:52,080 --> 00:18:56,000
out one of your sponsors, but we
really enjoy using the Ice 

375
00:18:56,000 --> 00:19:01,600
Spring tool and the ability to 
use the role play function. 

376
00:19:01,800 --> 00:19:04,920
Yeah, you can build these, you 
take these business cases that 

377
00:19:04,920 --> 00:19:08,560
could just be here, read this 
PDF now, answer these questions 

378
00:19:08,560 --> 00:19:10,720
and go through these steps. 
We can take the same thing. 

379
00:19:10,720 --> 00:19:12,640
And all of a sudden it's 
characters and they're 

380
00:19:12,640 --> 00:19:17,920
interacting and it just brings 
it to life in a way that's 

381
00:19:18,240 --> 00:19:21,560
really way more engaging. 
Yeah, than just hearing somebody

382
00:19:21,560 --> 00:19:24,760
talk about it. 
Another example I have there's 

383
00:19:24,760 --> 00:19:28,440
some great AI tools out there. 
One of my colleagues had just 

384
00:19:28,440 --> 00:19:31,840
done he did a YouTube video of 
just himself sitting at his desk

385
00:19:32,160 --> 00:19:35,720
and and he's explaining some 
concepts and and that's still 

386
00:19:35,720 --> 00:19:38,400
that you know, it's like, hey, 
you know, great, it's a video, 

387
00:19:38,400 --> 00:19:39,920
you know, it's real person 
interactive. 

388
00:19:40,200 --> 00:19:43,000
But we what we ended up doing is
we took the auto generated 

389
00:19:43,000 --> 00:19:46,000
transcript of this video that he
just recorded of, of him 

390
00:19:46,000 --> 00:19:49,680
speaking and we put it into one 
of the AI video generators and 

391
00:19:49,680 --> 00:19:53,840
it's pulling in all this, this 
great, you know, stock video 

392
00:19:53,840 --> 00:19:56,200
content. 
It put music behind it. 

393
00:19:56,480 --> 00:19:58,120
So he's still saying the same 
thing. 

394
00:19:58,120 --> 00:20:02,440
It just made it, you know, 
better and he. 

395
00:20:02,640 --> 00:20:06,360
Was more engaging and made it 
more exciting and they connected

396
00:20:06,360 --> 00:20:07,360
to it more. 
Oh, yes. 

397
00:20:07,480 --> 00:20:11,520
And that's, it's one of those 
things that's like, wow, you 

398
00:20:11,520 --> 00:20:14,680
know, this is something that 
would have taken me so much time

399
00:20:14,680 --> 00:20:16,640
and effort if I'd had to do it 
manually. 

400
00:20:17,080 --> 00:20:20,440
Yeah. 
And now you, you know, you input

401
00:20:20,440 --> 00:20:24,760
your script, you click and you 
wait and it just comes back and 

402
00:20:24,760 --> 00:20:27,720
it's done. 
So these tools are just really 

403
00:20:27,720 --> 00:20:33,880
enabling us to put things in our
classes that, you know, before 

404
00:20:34,680 --> 00:20:38,680
our our imagination and our 
ability to create maybe weren't 

405
00:20:38,920 --> 00:20:40,400
completely aligned. 
Yeah. 

406
00:20:40,760 --> 00:20:43,720
But with AI, we can actually, 
you know, the things you 

407
00:20:43,720 --> 00:20:46,480
imagined that you weren't maybe 
capable of doing it maybe 

408
00:20:46,480 --> 00:20:50,840
because of time or skill. 
A lot of times you may be able 

409
00:20:50,840 --> 00:20:55,600
now to make that happen. 
You know, I am not a programmer.

410
00:20:55,680 --> 00:20:58,960
I'm not a programmer. 
I well I should say I know 

411
00:20:58,960 --> 00:21:01,320
enough HTML to get myself in a 
whole lot of trouble. 

412
00:21:01,600 --> 00:21:04,240
But before that, when I was 
trying to build things in the 

413
00:21:04,240 --> 00:21:07,560
LMS, little things, I would be 
out, you know, looking up on 

414
00:21:07,560 --> 00:21:10,640
websites, making sure, you know,
you know, trying to figure 

415
00:21:10,640 --> 00:21:14,680
things out. 
And now I can describe to the AI

416
00:21:14,680 --> 00:21:16,760
what I'm trying to create. 
Yes. 

417
00:21:16,760 --> 00:21:19,680
And you know, then, you know, it
may take some re prompting here 

418
00:21:19,680 --> 00:21:24,360
and there, but and I can create 
these really great interactive 

419
00:21:24,360 --> 00:21:28,960
learning objects to put into my 
classroom that really kind of 

420
00:21:28,960 --> 00:21:32,440
take it from this, you know, 
flat text environment to 

421
00:21:32,440 --> 00:21:37,400
something that that's so much 
more engaging and and the time 

422
00:21:37,400 --> 00:21:39,520
element that it saves us. 
And that's kind of what we came 

423
00:21:39,520 --> 00:21:41,120
back to. 
It's the human in the loop. 

424
00:21:41,400 --> 00:21:44,360
Yep. 
Being able, but that's where the

425
00:21:44,360 --> 00:21:48,600
skill comes in too, of you have 
to know what you're looking for.

426
00:21:48,600 --> 00:21:51,040
You've got to know whether what 
you could spit out. 

427
00:21:51,040 --> 00:21:54,080
Is that really what I want or I 
elevate prompt a lot of? 

428
00:21:54,400 --> 00:21:56,600
Yeah, spend. 
A lot of time re prompting. 

429
00:21:56,920 --> 00:21:57,920
Yeah, me too. 
Me. 

430
00:21:58,360 --> 00:22:00,440
Too. 
But boy, what I can get at the 

431
00:22:00,440 --> 00:22:04,080
end is something I would never 
have been able to create before.

432
00:22:04,240 --> 00:22:06,800
Yeah, so it's the Super 
exciting. 

433
00:22:07,480 --> 00:22:09,080
That's crazy. 
Yeah. 

434
00:22:09,080 --> 00:22:10,720
I love this. 
I love the way that you're 

435
00:22:10,720 --> 00:22:12,960
thinking and you're thinking 
about this with your courses and

436
00:22:12,960 --> 00:22:16,040
everything. 
And I heard that Bellevue won a 

437
00:22:16,080 --> 00:22:19,200
Catalyst Award. 
So congratulations on that. 

438
00:22:19,200 --> 00:22:21,360
Kudos, Hughes. 
But tell us a little bit more 

439
00:22:21,360 --> 00:22:24,120
about what that award means for 
the institution or what the, you

440
00:22:24,120 --> 00:22:26,800
know, what is that all about? 
That sounds like something 

441
00:22:26,800 --> 00:22:30,240
that's very important. 
So the Catalyst award was for 

442
00:22:30,240 --> 00:22:32,800
our People, Business and 
leadership program, which is a 

443
00:22:32,800 --> 00:22:35,880
certificate program we have 
specifically designed for 

444
00:22:35,880 --> 00:22:39,840
Frontline supervisors. 
So these are those folks that 

445
00:22:39,920 --> 00:22:44,600
are going from line positions 
into that very first management 

446
00:22:44,600 --> 00:22:47,240
role. 
And really that's I mentioned 

447
00:22:47,320 --> 00:22:50,480
ice spring before, we use a lot 
of ice springs in that case and 

448
00:22:50,560 --> 00:22:53,280
those students into situations 
that they may not have 

449
00:22:53,280 --> 00:22:56,400
encountered before. 
So we can create it in a safe 

450
00:22:56,400 --> 00:22:58,400
environment. 
So here you are, here's his case

451
00:22:58,400 --> 00:23:00,520
study. 
Now here's the role play. 

452
00:23:00,720 --> 00:23:03,040
You make the choice. 
And so you've got this whole 

453
00:23:03,040 --> 00:23:05,680
adaptive learning of, you know, 
depending on what choice you 

454
00:23:05,680 --> 00:23:08,600
make, you're going to go down 
which pathway. 

455
00:23:09,000 --> 00:23:12,880
And that's something that Ice 
Spring allows us to do. 

456
00:23:13,360 --> 00:23:17,160
The Catalyst award is from 
Anthology, which is the parent 

457
00:23:17,160 --> 00:23:21,160
company of Blackboard. 
So they're looking at all these 

458
00:23:21,160 --> 00:23:25,800
different courses and programs 
that they're a worldwide company

459
00:23:25,960 --> 00:23:30,000
and really looking at who's 
innovating and making changes 

460
00:23:30,000 --> 00:23:35,120
and updates and things that are 
helping students learn, which is

461
00:23:35,200 --> 00:23:36,760
kind of what we've been talking 
about this. 

462
00:23:36,760 --> 00:23:39,760
Whole time, yes, absolutely. 
And you got an award for it. 

463
00:23:39,760 --> 00:23:41,200
So that's awesome you're doing 
it. 

464
00:23:41,200 --> 00:23:43,720
It sounds like you're doing it 
the way that I was intended to 

465
00:23:43,720 --> 00:23:45,920
be done. 
So absolutely. 

466
00:23:47,360 --> 00:23:51,360
So we're, believe it or not, 
it's it goes by fast every time 

467
00:23:51,360 --> 00:23:52,800
when you have a good 
conversation. 

468
00:23:52,800 --> 00:23:55,360
So we're coming up on the end of
the episode here. 

469
00:23:55,760 --> 00:23:58,360
And I think we have, we do have 
a lot of higher education 

470
00:23:58,360 --> 00:24:01,040
professionals, L&D professionals
who are in our audience 

471
00:24:01,040 --> 00:24:03,680
transitioning teachers, people 
who are thinking about going 

472
00:24:03,680 --> 00:24:06,720
into different careers. 
So if you had to give those 

473
00:24:06,720 --> 00:24:10,040
people like maybe the top three 
pieces of advice, maybe they 

474
00:24:10,040 --> 00:24:13,480
want to go on higher end, they 
want to be an instructor at a 

475
00:24:13,480 --> 00:24:15,520
certain point or they want to be
a program director. 

476
00:24:15,520 --> 00:24:19,640
What would you tell them? 
You know, the key is to look 

477
00:24:19,640 --> 00:24:22,520
for, if you're not already 
teaching, look for opportunities

478
00:24:22,520 --> 00:24:24,880
to maybe be able to teach as an 
adjunct. 

479
00:24:25,360 --> 00:24:28,480
We have a lot of working 
professionals. 

480
00:24:28,480 --> 00:24:32,960
We are so fortunate in that the 
people who choose to teach for 

481
00:24:32,960 --> 00:24:36,560
us have this breadth of 
experience that is just 

482
00:24:36,560 --> 00:24:38,080
fantastic. 
And being able to bring them 

483
00:24:38,080 --> 00:24:42,760
into the classroom and combine 
that with our, our approach to 

484
00:24:42,760 --> 00:24:45,720
really very conscious design of 
the courses. 

485
00:24:45,960 --> 00:24:48,920
We have the technology set up 
for them so that that teacher 

486
00:24:48,920 --> 00:24:53,800
can come into the course and 
just share their experience and 

487
00:24:54,240 --> 00:24:56,680
interact with students that, 
that important stuff. 

488
00:24:57,520 --> 00:24:59,120
And the, you know, that's the 
whole thing. 

489
00:24:59,120 --> 00:25:01,760
If you've got a lot of 
professional experience and 

490
00:25:01,760 --> 00:25:05,320
you're want to share that with 
students, there are lots of 

491
00:25:05,320 --> 00:25:07,880
opportunities out there because 
particularly in business and 

492
00:25:07,880 --> 00:25:11,640
management programs, that's 
something we we really actively 

493
00:25:11,640 --> 00:25:14,680
are seeking. 
We're actually doing it, Yeah, 

494
00:25:14,880 --> 00:25:17,120
yes. 
Yeah, exactly. 

495
00:25:17,200 --> 00:25:20,160
So that's a really great way to 
get in the door. 

496
00:25:20,600 --> 00:25:24,760
And then you kind of have, you 
know, in my particular case, the

497
00:25:24,760 --> 00:25:29,200
opportunity to move over into 
full time came about at an 

498
00:25:29,200 --> 00:25:30,920
interesting time. 
I still people. 

499
00:25:31,080 --> 00:25:34,480
I started full time in this 
program director position on 

500
00:25:34,480 --> 00:25:39,160
March 5th, 2020 so. 
My God. 

501
00:25:40,040 --> 00:25:43,600
I moved into my office on campus
and thank goodness I did not 

502
00:25:43,600 --> 00:25:46,360
bring a live plant that day. 
Because 2. 

503
00:25:46,360 --> 00:25:49,280
Days later they closed campus 
and I did not see my office 

504
00:25:49,280 --> 00:25:51,280
again for months. 
So. 

505
00:25:51,360 --> 00:25:55,120
But the great thing is we were 
already online, students were 

506
00:25:55,120 --> 00:25:59,320
online, and, and while a lot of 
universities really struggled 

507
00:25:59,320 --> 00:26:02,920
through that, we actually 
thrived because if anything, we 

508
00:26:02,920 --> 00:26:06,560
had more students coming in 
because people were home and 

509
00:26:06,560 --> 00:26:08,760
they were like, OK, you had the.
Infrastructure. 

510
00:26:08,760 --> 00:26:11,720
You had the support ready to go.
Yes, and they couldn't go do 

511
00:26:11,720 --> 00:26:12,800
some of the things they used to 
do. 

512
00:26:12,800 --> 00:26:15,240
So it was a really good time 
actually to start a degree. 

513
00:26:15,520 --> 00:26:21,000
Yeah, if we only had new feeling
on Notre Dameis powers. 

514
00:26:21,200 --> 00:26:24,360
But it, you know, and it was 
just, it was a very interesting 

515
00:26:24,440 --> 00:26:28,840
time to be starting out, but it 
was actually, it was great in 

516
00:26:28,840 --> 00:26:32,960
that we did continue to grow and
focus and just kind of, you 

517
00:26:32,960 --> 00:26:35,920
know, kept down the path. 
And I think that was, you know, 

518
00:26:36,240 --> 00:26:37,600
kind of the main thing you had 
to look for. 

519
00:26:37,600 --> 00:26:40,640
And the, and the other thing is 
just particularly with online 

520
00:26:40,680 --> 00:26:43,360
education, and I think we're, 
we're moving more and more that 

521
00:26:43,360 --> 00:26:48,960
way, is being open to technology
and learning everything you can.

522
00:26:49,360 --> 00:26:54,680
And how can you leverage 
technology to make things work 

523
00:26:54,680 --> 00:26:57,720
better, both for yourself as an 
instructor and for the students?

524
00:26:58,000 --> 00:27:01,640
And that's where I think this 
disruptive AI technology is 

525
00:27:01,640 --> 00:27:04,360
going to be really great for us.
I know there's a lot of talk out

526
00:27:04,360 --> 00:27:05,880
there about it. 
You know, it's the end of the 

527
00:27:05,880 --> 00:27:10,680
world and it's terrible. 
They said that about computers. 

528
00:27:10,680 --> 00:27:12,800
They said that about just think 
about all the different things 

529
00:27:12,800 --> 00:27:15,840
like Y2K, the world is ending, 
like, you know, all the 

530
00:27:15,840 --> 00:27:17,960
different things. 
Up to this point, it really 

531
00:27:17,960 --> 00:27:20,480
hasn't happened. 
It really hasn't happened. 

532
00:27:20,480 --> 00:27:23,120
This can you just it's fear. 
It's it's fear. 

533
00:27:23,120 --> 00:27:26,080
And you know, we realize, we 
actually start to realize that 

534
00:27:26,080 --> 00:27:28,160
this is not the case. 
This is not what's happening 

535
00:27:28,160 --> 00:27:29,640
and. 
And that's the thing, you know, 

536
00:27:29,640 --> 00:27:32,360
some of the skills, soft skills 
that we're trying to teach our 

537
00:27:32,360 --> 00:27:36,480
students that are, are hugely in
demand are adaptability and 

538
00:27:36,480 --> 00:27:39,320
resilience. 
And so this is really an 

539
00:27:39,400 --> 00:27:43,840
opportunity for us to display 
those skills ourselves so that 

540
00:27:43,840 --> 00:27:47,920
we, you can really kind of stand
there and, and say, yes, I can 

541
00:27:47,920 --> 00:27:50,240
teach this when you've displayed
that skill yourself. 

542
00:27:50,560 --> 00:27:52,600
Exactly. 
And if and if we're not 

543
00:27:52,600 --> 00:27:54,880
displaying it, then are they 
going to take us seriously when 

544
00:27:54,880 --> 00:27:56,560
we tell them we're trying to 
teach them that? 

545
00:27:56,560 --> 00:27:59,400
Absolutely. 
Well, Rebecca, it's been a great

546
00:27:59,400 --> 00:28:01,520
conversation and you've shared 
so much knowledge and 

547
00:28:01,520 --> 00:28:04,560
information and I, I so 
appreciate you coming on the 

548
00:28:04,560 --> 00:28:07,920
show and chatting with me about 
Bellevue's program and your 

549
00:28:07,920 --> 00:28:10,240
experience as well. 
Everything is going to be in the

550
00:28:10,240 --> 00:28:13,040
show notes where you can connect
with Rebecca, find out about 

551
00:28:13,040 --> 00:28:15,800
Bellevue's programs, all the 
different things. 

552
00:28:16,320 --> 00:28:18,960
If you like this episode, please
subscribe to our show. 

553
00:28:19,240 --> 00:28:22,080
Rebecca, thanks again for coming
on and sharing all the things. 

554
00:28:22,080 --> 00:28:24,280
It was a really interesting 
episode. 

555
00:28:24,280 --> 00:28:26,360
I appreciate it. 
Thanks so much, Holly. 

556
00:28:27,120 --> 00:28:28,600
Thanks for spending a few 
minutes with Holly. 

557
00:28:28,920 --> 00:28:30,840
She knows your podcast queue is 
packed. 

558
00:28:31,560 --> 00:28:34,920
If today's episode sparked an 
idea or gave you that extra 

559
00:28:34,920 --> 00:28:39,200
nudge of confidence, tap, follow
or subscribe in your favorite 

560
00:28:39,200 --> 00:28:42,280
app so you never miss an episode
of Ed Up L&D. 

561
00:28:42,840 --> 00:28:46,240
Dropping a quick rating or 
review helps more educators and 

562
00:28:46,240 --> 00:28:48,040
learning pros discover the show,
too. 

563
00:28:48,600 --> 00:28:49,960
Want to keep the conversation 
going? 

564
00:28:50,480 --> 00:28:53,220
Connect with Holly on LinkedIn 
and share your biggest take 

565
00:28:53,220 --> 00:28:55,000
away. 
She reads every message. 

566
00:28:55,400 --> 00:28:58,680
Until next time, keep learning, 
keep leading, and keep believing

567
00:28:58,680 --> 00:29:00,640
in your own story. 
Talk soon. 

568
00:29:02,360 --> 00:29:05,360
Hi, we're ispring, an 
international team of e-learning

569
00:29:05,360 --> 00:29:08,640
enthusiasts who help more than 
60,000 clients across the globe 

570
00:29:08,640 --> 00:29:10,760
succeed with better online 
learning. 

571
00:29:11,280 --> 00:29:14,680
Our two flagship solutions are 
ispring Suite and ispring Learn 

572
00:29:14,680 --> 00:29:17,400
LMS. 
Ispring Suite is an intuitive, 

573
00:29:17,440 --> 00:29:29,360
all in We'd be happy to get to 
know you and pick a solution 

574
00:29:29,360 --> 00:29:33,480
that fits your needs best. 
Go to www.ispringsolutions.com 

575
00:29:33,560 --> 00:29:35,560
to learn more about us and 
connect.