Stories

Tag: podcast

  • A generative AI podcast dialogue exploring The Geneva Learning Foundation’s progress in 2024

    A generative AI podcast dialogue exploring The Geneva Learning Foundation’s progress in 2024

    This experimental podcast, created in collaboration with generative AI, demonstrates a novel approach to exploring complex learning concepts through a conversational framework that is intended to support dialogic learning. Based on TGLF’s 2024 end-of-year message and supplementary materials, the conversation examines their peer learning model through a combination of concrete examples and theoretical reflection. The dialogue format enables exploration of how knowledge emerges through structured interaction, even in AI-generated content.

    Experimental nature and limitations of generative AI for dialogic learning

    This content is being shared as an exploration of how generative AI might contribute to learning and knowledge construction. While based on TGLF’s actual 2024 message, the dialogue includes AI-generated elaborations that may contain inaccuracies. However, these limitations themselves provide interesting insights into how knowledge emerges through interaction, even in artificial contexts.

    You can read our actual 2024 Year in review message here.

    Pedagogical value and theoretical implications of a generative AI conversational framework

    Structured knowledge construction: The conversational framework illustrates how knowledge can emerge through structured dialogue, even when artificially generated. This mirrors TGLF’s own insights about how structure enables rather than constrains dialogic learning.

    Multi-level learning: The dialogue operates on multiple levels:

    • Direct information sharing about TGLF’s work
    • Modeling of reflective dialogue
    • Meta-level exploration of how knowledge emerges through interaction
    • Integration of concrete examples with theoretical reflection

    Network effects in learning: The conversation demonstrates how different types of knowledge (statistical, narrative, theoretical, practical) can be woven together through dialogue to create deeper understanding. This parallels TGLF’s observations about how learning emerges through structured networks of interaction.

      We invite listeners to consider:

      • How a conversational framework enables exploration of complex ideas
      • The role of structure in enabling knowledge emergence
      • The relationship between concrete examples and theoretical understanding
      • The potential and limitations of AI in supporting dialogic learning

      This experiment invites reflection not just on the content itself, but on how knowledge and understanding emerge through structured interaction – whether human or artificial.

      Your insights about how this generative AI format affects your understanding will help inform future explorations of AI’s role in learning.

      What aspects of the conversational framework enhanced or hindered your understanding?

      How did the interplay of concrete examples and reflective discussion affect your learning?

      What difference did it make that you knew before listening that the conversation was created using generative AI?

      We welcome your thoughts on these deeper questions about how learning happens through structured interaction.

    1. Listen to the Ninth Dialogue for Learning, Leadership, and Impact

      Listen to the Ninth Dialogue for Learning, Leadership, and Impact

      The Geneva Learning foundation’s Dialogue connects a diverse group of learning leaders from all over the world who are tackling complex learning, leadership, and impact challenges. We explore the significance of leadership for the future of our societies, explore lessons learned and successes, and problem-solve real-world challenges and dilemmas submitted by Contributors of the Dialogue.

      In the Geneva Learning Foundation’s Ninth Dialogue for Learning & Leadership, we start with Dr. Mai Abdalla. After studying global health security in at Yosei University South Korea and both public health and pharmaceutical science in her own country, Egypt. By the time she turned 30, Dr Abdalla had already worked with the Ministry of Health, UN agencies, and the African Union Commission. The accomplishments of her professional life are just the starting point, as we want to explore where and how did she learn to do what she does now? What has shaped her practice of leadership?

      We are privileged to have Key Contributors Laura Bierema and Bill Gardner, together with Karen Watkins, three Scholars who have dedicated their life’s work to the study of leadership and learning. As we learn about Mai Abdalla’s leadership journey, they share their insights and reflections.

      Here are a few of the questions we have explored in previous episodes of the Dialogue:

      • How do you define your leadership in relationship to learning?
      • Do you see yourself as a leader? Why or why not? If you do, who are your ‘followers’? Are you a ‘learning leader’ and, if so, what does that mean?
      • How do you define leadership in this Digital Age? How is it different from leadership in the past?
      • When and how did you realize the significance of the leadership question in your work and life? Who or what helped you come to consciousness? What difference did it make to have this new consciousness about the importance of leadership?
      • What is your own leadership practice now? Can you tell us about a time when you exercised ‘leadership’. What were the lessons learned? What would you do the same or differently if confronted with the same situation in the future?

      In the second half of the Dialogue, we explored the leadership challenges of other other invited Contributors, including:

      • Sanusi Getso on leadership to establish antenatal care services for a neglected community.
      • Alève Mine shares her quandary about how to understand something for which no scaffold exists in one’s current view of the world.