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Recent episodes
The Learning Lasagna: What Sustainable Teaching Really Requires
Apr 6, 2026
46m 25s
Cold Open Reel: How Agile Ed Really Begins
Mar 1, 2026
Unknown duration
Relationships Come First: The Foundation for Sustainable Teaching Practices
Feb 12, 2026
Unknown duration
Season 3 Premier: Okay, But What If Students Could Time Travel?
Jan 21, 2026
Unknown duration
Uncut Gems II: Blooper Reel from Season 2
Dec 31, 2025
Unknown duration
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| Date | Episode | Topics | Guests | Brands | Places | Keywords | Sponsor | Length | |
|---|---|---|---|---|---|---|---|---|---|
| 4/6/26 | ![]() The Learning Lasagna: What Sustainable Teaching Really Requires✨ | sustainable teachingstudent learning+5 | — | Huberman Lab | — | sustainable teachingstudent learning+5 | — | 46m 25s | |
| 3/1/26 | ![]() Cold Open Reel: How Agile Ed Really Begins | Agile Ed doesn't do intros.No theme music.No “Welcome back to Agile Ed.”No polished setup.Just a cold open...In this episode, we’ve stitched together the beginnings of our conversations—the first thoughts, the unfinished sentences, the ideas that land before we even know where we’re going. It turns out, the start is often where the most honest thinking happens.This is the Cold Open Reel: a collection of the moments before the moment.Unscripted.Unfiltered.Exactly how we work. | — | ||||||
| 2/12/26 | ![]() Relationships Come First: The Foundation for Sustainable Teaching Practices | In this episode of Agile Ed, we explore a simple but often overlooked truth about teaching and learning: relationships come first.Sustainable teaching practices aren’t built on tighter policies, heavier surveillance, or increased rigor. They’re built on trust. When classrooms are relationship-rich, instructors can step back from over-functioning, learners can take intellectual risks, and productive failure becomes possible. Without that relational environment as a foundation, even the best-designed learning experiences can collapse under strain.The conversation connects intellectual humility, expertise, imposter syndrome, and GenAI to a deeper structural question: What actually holds learning in place and ensures it has sufficient room to grow? The answer isn’t control. It’s connection, cooperation, and collaboration.If we want teaching practices that endure times of rapid social and technological change—we need structures that are relational, not reactive. This episode unpacks what that looks like in practice.AttributionsFelton & Lambert's Relationship-Rich Education: How Human Connections Drive Success in College | — | ||||||
| 1/21/26 | ![]() Season 3 Premier: Okay, But What If Students Could Time Travel? | In the Season 3 premiere of Agile Ed, we begin with a question: What if students could time travel? This idea, sparked by a physics concept called a “time mirror”, is a powerful metaphor for the current state of learning in post-secondary education. While students can’t literally travel through time (yet!), they can use technology to take shortcuts. These shortcuts allow them to skip the friction involved in struggling to learn something challenging, which is the very thing instructors want learners to experience.The conversation moves from quantum curiosities to very practical questions about assessment design, accommodations, faculty workload, and SNACKS!Season 3 sets its roadmap here: design courses that prioritize relationships, remove structural barriers, support equity by design (not exception), and free up instructors’ time to focus on what matters most: learning that actually sticks. | — | ||||||
| 12/31/25 | ![]() Uncut Gems II: Blooper Reel from Season 2 | Just a bunch of silly outtakes from our second season of AgileEd. | — | ||||||
| 12/18/25 | ![]() Obedience Is Not the Learning Outcome: Learner Autonomy in Action | In the Season 2 finale of Agile Ed, we reflect on one of the most persistent—and problematic—assumptions in education: that obedience equals learning. Through stories from parenting, teaching, and course design, we explore why curiosity, autonomy, and relational trust matter more than compliance. The episode closes by tracing a clear through-line across the season—relationship-rich education—and setting the stage for what comes next.Look out for some Season 3 themes in 2026:- Rethinking perfectionism in education- Making relationship-rich education concrete and accountable- Continuing conversations on alternative grading, equity, and learner agency- Naming and dismantling hidden curricula, especially in GenAI-shaped environments | — | ||||||
| 11/13/25 | ![]() Resilience, Not Rigor: Skills We Want Learners to Develop | In this episode of Agile Ed, Lindsay and Ashley dig into the tension between rigor and real learning. Using stories from the classroom, like lab reports and in-class participation, they explore why the word “rigor” so often becomes a stand-in for unnecessary friction, mistrust, and outdated academic traditions. Together, they reframe what higher education should strive for: resilience, intrinsic motivation, relationship-rich learning, and authentic challenge that helps students grow. With humor, honesty, and plenty of real-world examples, this conversation invites educators to rethink the skills we actually want learners to leave with—and why resilience, not "rigor", might be the future of meaningful education. | — | ||||||
| 10/30/25 | ![]() Teaching for Today: Balancing Agility and Sustainability in the Classroom | In this episode of Agile Ed, Lindsay and Ashley unpack what it means to balance agility and sustainability in course design while keeping student motivation at the center. From guitars and Duolingo streaks to flipped classrooms and collaborative exams, they explore how timing, autonomy, and friction shape durable learning.Together, they reflect on an instructor who co-created a “no-tech” classroom contract with students—and what that says about agency, motivation, and trust in higher education. Along the way, debate mandatory attendance and ask: what happens when students help define the rules?It’s a conversation about learning when you want to learn, teaching with flexibility instead of fatigue, and rediscovering the human side of higher ed—where, as Dave Cormier reminds us, the community is the curriculum.AttributionsDave Cormier – “The Community is the Curriculum”Rethinking Student Attendance Policies for Deeper Engagement and Learning – TiHE episode with Danny Oppenheimer & Simon CullenAssign2 – Digital assessment platform enabling paper-based but digitized gradingH5P – For interactive, asynchronous learning activities | — | ||||||
| 10/15/25 | ![]() Cheat Codes: Do they always short-circuit learning? | In this episode of Agile Ed, Lindsay and Ashley return—baby in tow—for a conversation that jumps from maternity leave to GenAI and learning. Together, they unpack the release of Perplexity’s Comet, an “agentic AI” browser that doesn’t just chat—it acts. From finding lost Facebook videos to completing quizzes in Brightspace, Lindsay shares jaw-dropping demos that reveal both the promise and peril of this next phase of AI.But the episode doesn’t stop at tech. It dives deep into what Comet means for teaching, learning, and academic integrity—and why doubling down on surveillance or detection misses the point. Through stories from the flipped classroom, analogies from Super Mario Bros., and reflections on student motivation, Lindsay and Ashley explore how AI “cheat codes” can actually prompt a rethink of assessment, equity, and the very purpose of post-secondary education.Playful, provocative, and unapologetically honest, this conversation reminds us that the goal isn’t to stop AI—it’s to level up learning. | — | ||||||
| 5/30/25 | ![]() Efficient by Nature: Students, GenAI, and the Logic of Laziness | - "Because brains weren’t built for busywork."In this episode of Agile Ed, we unpack one of the most persistent misconceptions in education today: that students using GenAI are just lazy. What if laziness isn’t the problem, but a feature of the human brain? We explore how our cognitive systems are wired for efficiency, why critical thinking should be the real focus, and how AI can actually help foster deeper engagement when used intentionally.Drawing from student interviews and our own classroom experiences, we discuss how stigma, secrecy, and moral self-judgments shape how students talk about their AI use. We highlight how reframing conversations around AI use—from cheating to learning—can build students’ confidence and skill. We also dive into practical strategies like analogy development, the method of loci, and AI-supported cue card practice to promote meaningful, memorable learning experiences.This is a jam-packed episode that connects psychology, pedagogy, and real talk about what learners and instructors actually need in today’s AI-augmented classrooms.AttributionsInside the O'Briens by Lisa GenovaStill Alice by Lisa GenovaThe method of loci (memory palace technique)ChatGPT NotebookLMMeasuring actual learning versus feeling of learning in response to being actively engaged in the classroomThe Man Who Mistook His Wife for a Hat by Oliver Sacks | — | ||||||
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| 5/23/25 | ![]() Why Bother? Helping Students Choose Learning Over Tempting Shortcuts | In this episode of Agile Ed, we tackle one of the most pressing—and emotionally charged—questions facing educators today: Why should students bother doing their own work when it feels like everyone else is offloading to AI and getting better grades? We unpack why it's our job to answer that question, and how we can do it convincingly, compassionately, and consistently.We reflect on what students might be missing when they bypass the messy, meaningful process of learning, especially when it comes to navigating feedback, developing a writing style, and building durable skills. From the blurred lines of co-writing with AI to the pressures of aligning with instructor preferences, we explore how the struggle of learning actually is the learning.The episode also dives into broader systemic issues—like our culture’s obsession with grades and credentials—and how AI is exposing, not creating, these flaws. We discuss alternative assessment, the power of learning literacy, strategies to avoid grade bartering, and the art of TA management in large classes. Finally, we explore how to reflect meaningfully on your own teaching practice—even when the feedback stings—and how to stand firm in your values as an innovative educator, knowing that not everyone will be ready to come along for the ride.AttributionsTeaching in Higher Ed Episode with Mike Perkins and Jasper Roe on a Practical Framework for Ethical AI Integration in Assessment. | — | ||||||
| 5/2/25 | ![]() What Students Are Really Saying About GenAI: Centering Learner Voices in the AI Conversation | In this episode of Agile Ed, we share preliminary data from our ongoing research into how and why students are using GenAI in higher education. Instead of focusing solely on policy or detection, we explore what it means to take a student-centred approach to the GenAI challenge. From misaligned assessments to fears of academic failure, we uncover the motivations driving student decisions and reflect on the institutional practices that may be pushing them there. This episode invites educators to shift from policing to understanding, asking: what if we trusted students enough to talk with them, not just about them?Attributions:Mel Robbins – A Process for Finding Purpose: Do THIS to Build the Life You Want with Jay ShettyAndrew Huberman – Huberman LabTeaching in Higher Ed podcast – Teaching for Integrity in the Age of AI with Tricia Bertram Gallant & David RettingerRichardson & Lacroix (2020) – What Do Students Think When Asked About Psychology as a Science? | — | ||||||
| 3/21/25 | ![]() Grades, Grit, and GenAI: The Realities of Doing What’s Best for Learners | In this episode of Agile Ed, we reflect on the complexity of trying to do what’s best for learners—especially when it isn’t easy, efficient, or always appreciated. We both share real stories from the classroom about showing up for students, thinking on our feet, and making space for deeper engagement, even when motivation is low. From grading in the presence of students to exploring the link between self-assessment and GenAI use, we unpack the ethical grey zones and systemic tensions shaping today’s teaching. This episode is about integrity, exhaustion, and why—despite everything—we still care so deeply.AttributionsNotebookLM by Google – Mentioned for its new mind-mapping feature and capabilities with uploaded content.Ego Depletion – A concept discussed in relation to student motivation and burnout over the course of a semester. | — | ||||||
| 6/28/24 | ![]() Empowering Students: Are You Doing Something Your Students Could Be Doing? | In this inaugural episode of "Agile Ed", Dr. Lindsay Richardson and Dr. Ashley Thompson explore the essential question: "What are you doing that your students could (and maybe should) be doing?" We discuss the balance between guiding students and empowering them to take ownership of their learning. Learn about the importance of fostering a growth mindset, the impact of different mindsets on education, and how humility and community can transform the learning experience. Join us as we rethink teaching practices in an age of abundant information and discover strategies to encourage students to become active participants in their education. | — | ||||||
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