Virtual learning didn’t start as a tech experiment. It started as a capacity and access solution.

In this conversation, Julie Young traces the early design logic behind Florida Virtual School—what problems it was built to solve in the mid-1990s, and what that origin story still reveals about rigor, relationships, student identity, and how to design learning systems that scale.

You’ll hear why the mission was never “deliver online,” but break the capacity ceiling—especially in places where schools couldn’t staff courses, couldn’t afford expansion, or literally didn’t have rooms to add sections.

Key Ideas and Moments

1) “Virtual delivery was the means, not the mission.”

Julie frames FLVS as a response to overcrowding, teacher shortages, and unequal course access—not a fascination with the internet.

2) The AP “try it with a safety net” design

An early innovation: students could attempt AP coursework while having a built-in path back without public shame, sometimes even with the same teacher—reducing fear of failure and expanding who even tries advanced courses.

3) Why some students “become a different person” online

Julie describes how virtual learning can enable students who were failing or labeled in traditional settings to succeed because:

• they can move faster or slower without an audience,
• teachers can give more individualized attention,
• relationships can be built deliberately,
• bullying/social status pressures are reduced.

4) Relationship-building as an operational system, not a vibe

Early FLVS practice emphasized front-loading relationship-building: extended calls, deep parent conversations, learning student voice through writing, and using that baseline for both instruction and academic integrity (in an era before tools like Turnitin).

5) The parent’s role: support pace, don’t replace the teacher

Julie is explicit that FLVS was designed with teachers responsible for learning, and parents as partners for pace, communication, and context—not as the primary instructor.

6) What online makes possible in K–12 ↔ college pathways

From ASU Prep Digital, Julie shares how online models remove “physical campus” and age-related barriers in dual enrollment—making authentic college coursework possible even for unusually accelerated middle school students.

7) Why she wrote the book now

Julie’s book aims to capture 30 years of policy, research, mistakes, and breakthroughs—the “drama and trauma” of building an industry that many newer educators only encountered through the distorted lens of 2020.

Who This Episode Is For

• Policy and system leaders shaping virtual/hybrid strategy
• District and school leaders designing scalable online programs
• Instructional designers and program operators trying to make relationships reliable at scale
• Anyone tired of pandemic-era assumptions substituting for real history

Links & References

• Julie Young Education - https://www.julieyoungeducation.com/
• Julie's new book Virtual Schools, Actual Learning: Digital Education in America (with Julie Peterson and Kay Johnson)
• Florida Virtual School - https://www.flvs.net/
• Center for Interactive Learning and Collaboration - https://www.cilc.org/
• Learn more about Banyan Global Learning: https://www.banyangloballearning.com

How do you know if your virtual program is actually high quality—without reducing it to a checklist?

Dr. Chris Harrington returns to the podcast to share how he’s building the Virtual Learning Accelerator: a human-centered system that helps leaders assess program quality, translate results into priorities, and support teachers over time—without outsourcing professional judgment to AI.

What you’ll get from this episode

• A clear way to think about quality as a system, not a tool or a single role
• How standards-aligned self-assessment becomes useful instead of performative
• Practical guardrails for using AI to speed up improvement without distorting it
• A sustainable model for improving virtual programs year over year

Key moments

• 00:01–02:05 — Why the quality question matters now
• 02:20–07:30 — The Virtual Learning Accelerator: coaching, assessment, and PD as one system
• 09:46–14:45 — How the needs assessment works (14 standards, ~45–60 minutes, instant report)
• 15:45–18:45 — Why the AI launch was delayed: tightening rubrics and recommendations
• 21:03–26:40 — Turning scores into action: why coaching is the translation layer
• 28:30–36:10 — Supporting teachers at scale: micro-courses aligned to online teaching standards
• 37:00–40:10 — Revisiting “Why Distance Learning?”: the shift from access to quality

Links

• Virtual Learning Accelerator: digitallearningworks.org
• EmpowerED Research Institute: empoweredresearch.org
• National Standards for Quality Online Learning: nsqol.org

Host Links

1. Discover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.
2. Seth Fleischauer’s Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience. See https://banyangloballearning.com/global-learning-live/

Distance learning doesn’t fail because of tools—it falters when leadership, policy, and systems don’t align around student success. In this episode, Seth Fleischauer and Allyson Mitchell sit down with Dr. Alexandra Salas, founder and CEO of the Delmarva Digital Learning Association, to unpack what institutional readiness for digital learning actually requires.

Drawing on her experience in higher education leadership, instructional design, and nonprofit systems change, Dr. Salas challenges the idea that digital learning is merely a delivery mode. Instead, she frames it as a connective infrastructure—one that can support access, belonging, wellness, and persistence when designed intentionally.

The conversation moves beyond emergency remote learning to examine how organizations evaluate readiness, why frameworks matter, and what leaders must confront if digital learning is going to meaningfully support students rather than strain them.

What This Episode Explores

• Why digital learning should be evaluated at the systems level—not course by course
• The difference between emergency remote teaching and sustainable digital learning
• How leadership, governance, policy, and student support services shape online success
• Why “online readiness” is about people and structures as much as platforms
• The role of reflection frameworks (Quality Matters, OLC, ISTE, and others) in continuous improvement
• How wellness, trauma-informed practices, and student belonging intersect with distance learning
• What teaching yoga online revealed about presence, connection, and learning in virtual spaces
• Why distance learning is better understood as connected, accessible, future-ready learning

Golden Moment

Dr. Salas shares an early career story from her time as an instructional designer—partnering with faculty to bring courses like anthropology, chemistry, and Arabic online before large-scale platforms made it commonplace. The moment highlights a recurring theme of the episode: trust, curiosity, and collaboration matter more than tools when innovation involves real change.

Why Distance Learning?

In Dr. Salas’s words, distance learning isn’t about distance at all. It’s about access, inclusion, and possibility—especially for learners in rural or underserved communities. When aligned with strong leadership and intentional systems, digital learning becomes a bridge rather than a substitute.

Mentioned Work & Resources

• Delmarva Digital Learning Association — https://delmarvadla.org
• United States Distance Learning Association - https://usdla.org/
• Bestemming Yoga — https://www.bestemmingyoga.com/meet-yt
• Numbers and Sense by Alexandra Salas
• Quality Matters, OLC, Blackboard, and ISTE digital learning frameworks (referenced conceptually)

Host Links

1. Discover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.
2. Seth Fleischauer’s Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience. See https://banyangloballearning.com/global-learning-live/

In this episode of Why Distance Learning, Seth Fleischauer, Allyson Mitchell, and Tami Moehring welcome Hope Windle, Director of SUNY COIL (Collaborative Online International Learning). Together they unpack what COIL actually is, how it works inside real courses, and why it gives all students—not just those who can study abroad—access to meaningful international collaboration. Drawing on years of experience connecting students across countries, languages, and disciplines, Hope explains why meaningful collaboration isn’t about content mastery alone, but about process, perspective, and growth.

Pain Point

Many educators believe that authentic global learning requires travel, study abroad programs, or well-funded international exchanges—opportunities that remain inaccessible to most students. Even when virtual connections exist, they are often superficial, short-lived, or focused on “learning about” others rather than learning with them.

Solution

SUNY COIL offers a project-based, faculty-driven model that embeds international collaboration directly into existing courses. Rather than one-off calls or presentations, students work in mixed international teams on shared problems—ranging from food insecurity and data visualization to journalism, astrophysics, and app design.

Throughout the conversation, Hope shares:

• What distinguishes COIL from “Mystery Skype”–style exchanges
• Why friction, miscommunication, and failure are essential parts of cross-cultural learning
• How COIL builds student maturity, humility, professional communication skills, and global awareness
• Why virtual exchange is a powerful tool for equity, access, and inclusion, especially for students historically excluded from international experiences
• How the UN Sustainable Development Goals provide a flexible, shared framework across disciplines

Action

Educators across K–12 and higher education can begin rethinking global learning by:

• Designing short, team-based international projects within existing courses
• Prioritizing process, collaboration, and reflection over perfect outcomes
• Allowing students to navigate real-world challenges like time zones, communication styles, and cultural differences—with guidance rather than rescue
• Viewing virtual exchange not as a backup to travel, but as a distinct and powerful pedagogy

Why Distance Learning?

For Hope, distance learning creates space for reflection, grace, and intentional response. By combining synchronous connection with asynchronous thinking time, virtual learning allows diverse voices, languages, and cultures to grow together—right now, not someday in the future.

Episode Links

• SUNY COIL: https://coil.suny.edu
• UN Sustainable Development Goals: http://sdgs.un.org/goals

Host Links

1. Discover global virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.
2. Seth Fleischauer’s Banyan Global Learning provides meaningful global learning experiences that prepare students worldwide for success in an interconnected world.

In this episode of Why Distance Learning, Seth turns the spotlight to co-hosts Tami Moehring and Allyson Mitchell to explore the work they lead at the Center for Interactive Learning and Collaboration (CILC). For more than 30 years—long before the digital pivot of 2020—CILC has been connecting classrooms and communities to museums, zoos, aquariums, and cultural institutions through live, interactive virtual programs. But as demand grew, so did a problem: users loved the programming but struggled to find the right experience in a catalog of over 2,600 virtual field trips.

To solve this, CILC redesigned everything around two clear pathways: Field Ed for PreK–12 classrooms and Rome From Home for adults and older adults. Each gives users a curated entry point rather than a maze of search results. And instead of forcing teachers or community coordinators to juggle logistics, CILC introduced bundles and fully hosted webinar series—options that reduce prep time to almost zero while improving the learner experience.

What problems CILC kept hearing

• Teachers overwhelmed by too many choices, not enough guidance
• Adults and senior-living communities needing moderated, accessible programs
• Content providers unsure how to adapt or refresh virtual programming
• School budgets going unused because scheduling felt too complex

What the redesigned model delivers

• Field Ed: A clean K–12 catalog aligned to curriculum, standards, and CTE
• Rome From Home: Cultural and wellness programming designed for older adults
• Bundles: Flexible funds teachers can use anytime, without losing budget
• Webinar Series: CILC handles hosting, registration, moderation, and tech
• Consulting: Support for museums and cultural institutions building or rebooting virtual programs

The episode also explores what makes a virtual field trip truly work. Tammy and Allyson break down pacing, interactivity every few minutes, accessible visuals, and the presenter “presence” that makes a screen feel like a shared space. For older adults, the structure shifts—more narrative, slower pacing, and extended Q&A—because live virtual learning often becomes a social anchor, not just a lesson.

Moments from the field bring it home: students from Nicaragua to Minnesota solving a physics challenge together in Field Ed Live, or the older adult who said, “I never thought I’d see the Smithsonian again—and I did, from my chair.” These are the access and opportunity stories that define why distance learning matters.

Why distance learning?

Because it brings the world to people who might never reach it—and brings it back to those who thought they’d lost it.

Episode Links

• CILC: Field Ed, Rome From Home, Consulting – https://CILC.org
• Schedule Banyan’s Bridges of Portland Virtual Field Trip via CILC

In this special episode of Why Distance Learning, the tables turn—Seth Fleischauer steps into the guest seat as co-hosts Tami Moehring and Allyson Mitchell interview him about the purpose, design, and future of Global Learning Live, Banyan Global Learning’s next-generation experiential global learning program. They explore what authentic global learning really requires in today’s classrooms—and why the medium of live virtual learning matters more than ever.

Most schools want to build cultural competence, empathy, and real-world communication skills, but:

• Finding reliable global partners is inconsistent and often falls apart mid-year.
• Language learners rarely get opportunities to use English in meaningful, real-world contexts.
• Teachers lack simple, low-prep ways to bring global learning into existing schedules.
• Field trips and international travel are expensive and inaccessible for most students.

The result? Global learning remains an aspiration, not a system.

However, Banyan's Global Learning Live is structured, scalable model that connects students worldwide through live field trips, global collaborations, and authentic showcase moments. Seth shares how 20 years of partnership with Tsai Hsing School led to the creation of an experiential cycle that prepares students not only for academic success, but for a rapidly changing, interconnected world.

What the program delivers:

• Live Virtual Field Trips
  Bringing students into real places—Portland bridges, Renaissance fairs, and more—with authentic “whoa” moments that make learning unforgettable.
• Global Student Collaborations
  Cohorts, not brittle partnerships—designed to reduce dropout risk, increase diversity, and ensure ELL accessibility.
• Authentic Purpose for Language Learning
  English isn’t a worksheet—it becomes the tool students use to communicate across borders and share their original ideas.
• A Low-Overhead, High-Impact Design
  Schools can join four-week pilots with one live class per week + a showcase and asynchronous global exchange.
• ELL-Ready, Teacher-Friendly Materials
  Built to make participation meaningful for all levels, not just native speakers.

Impact to date:

• More than 42,000 student years of distance learning delivered.
• Students report increased confidence expressing original ideas in English.
• Meaningful growth in perspective-taking, curiosity, and cultural competence.

Practical steps educators can take—whether or not they join the pilot.

1. Bring the world into your classroom through personal live video.
Use your own life, community, or experiences as cultural text. Even small shifts build perspective-taking.

2. Integrate short, purposeful global exchanges.
Asynchronous collaboration—sharing artifacts, reflections, or questions—can be powerful without live schedules aligning.

3. Join the Global Learning Live Spring Pilot.
Schools receive a free 4-week experience including:

• One weekly live session
• A live virtual field trip
• A collaborative artifact exchange
• Access to a global cohort of classrooms across continents

4. Start planning for sustained global engagement.
Seth describes the future vision: a global network with diverse cohorts, built-in supports for ELL learners, and eventually a FERPA-compliant platform designed for authentic collaboration at scale.

Episode Links

• Global Learning Live – Spring Pilot Sign-Up
• CILC.org – Schedule Virtual Field Trips, Including Banyan's Bridges of Portland Trip

Educators often assume that clubs, activities, and school culture must happen in person—that building belonging in virtual learning is limited or even impossible. Many imagine distance learners as isolated kids behind screens, missing the social experiences that shape identity, leadership, and community.

But what if that assumption is simply wrong?

In this conversation, Cindy Carbajal, a 20-year veteran of Pearson Virtual Schools, shows us how vibrant, student-driven communities thrive online through thoughtful structure, flexible engagement pathways, and opportunities for real agency.

Cindy oversees a global clubs and activities program serving 11,000+ students across time zones, grade levels, and cultural backgrounds. Her work demonstrates that:

1. Student-Centered Design Fuels Real Belonging

• Clubs are built with a goal that at least 50% of live time is student talk time—not passive listening.
• Students share, present, lead, and create—driving engagement and ownership.
• Broad-topic clubs (like Art Club instead of Crochet Club) help students discover unexpected interests and communities.

2. Flexible Models Match Virtual Students’ Real Lives

• Every offering includes both synchronous and asynchronous pathways, ensuring access regardless of schedules, time zones, or family obligations.
• Live sessions build community; asynchronous challenges deepen skills and allow for self-paced exploration.

3. Clubs Quietly Reinforce Academic & Durable Skills

Cindy calls it “stealth learning”:

• Math skills reinforced in esports strategies.
• Reading skills strengthened through participation logistics and peer review.
• Executive functioning, digital communication, and leadership built through planning, presenting, and collaborating.

4. Data Drives Program Evolution

Her team measures:

• Enrollment and attendance
• Student and caregiver satisfaction
• Withdrawal trends
• Overlap between global clubs and local school clubs
  These insights help fine-tune offerings and spark new opportunities—like peer tutoring, reading buddies, and esports leagues.

How Educators Can Apply These Insights Today

1. Start with the student experience—not the content.

Ask: Where can students lead? Where can they share? How can this be theirs?

2. Build broad entry points.

Instead of a niche club for each interest, create umbrellas where kids can explore together.

3. Don’t replicate in-person school—capitalize on what’s uniquely possible online.

Global reach, time-zone diversity, virtual volunteer opportunities, and student leadership that scales across schools—these are advantages brick-and-mortar can’t match.

4. Teach students how to interact online.

Cindy’s programs explicitly teach:

• How to give feedback in writing and art clubs
• How to share space respectfully
• How to show kindness online (Kindness Club!)

5. Track what matters.

Attendance, satisfaction, enrollment, and student stories help shape future offerings.

Episode Links

• Pearson Virtual Schools — Learn more about their virtual school network and programs, including Cindy's Global Clubs.

Host Links

1. Discover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.
2. Seth Fleischauer’s Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.

In this episode of Why Distance Learning, hosts Seth Fleischauer, Tami Moehring, and Allyson Mitchell welcome Cassie Bride, Director of School Programs, and Lauren Yockel, School Programs Education Specialist at the Museum of Fine Arts, Boston (MFA). Together, they explore how one of the nation’s most renowned cultural institutions is transforming museum education through live virtual programming—making world-class art accessible to students anywhere.

Museums have long been seen as places you must visit in person to truly experience their magic. But how can educators bring the depth, texture, and storytelling of art to students who may never set foot in a gallery? Traditional outreach—slideshows, static images, or “loan boxes”—often fails to capture the atmosphere, intimacy, and discovery of the real museum experience.

Cassie and Lauren share how the MFA Boston reimagined its approach by taking students inside the galleries through interactive live video sessions. Using simple technology—an iPad on a mobile tripod—they bring artworks, curators, and educators directly to classrooms. Students not only see art up close but also hear the sounds of visitors and experience the living energy of the museum.

They discuss how this approach:

• Deepens students’ curiosity and contextual understanding of art.
• Extends the museum’s mission by reaching beyond geography and accessibility barriers.
• Creates hybrid experiences where virtual and in-person visits enrich one another.
• Builds relationships—teachers and students often recognize Lauren as a “celebrity” when they visit in person!
• Strengthens collaboration with Boston Public Schools, ensuring alignment between curriculum, distance learning, and professional development.

For educators and cultural organizations, the MFA’s model offers a powerful lesson: distance learning doesn’t replace the field trip—it multiplies it. Start small. Use simple, mobile setups. Focus on creating authentic connections rather than high-tech production. Whether you’re teaching art, science, or history, virtual access can spark awe, equity, and engagement in ways that complement, not compete with, in-person learning.

Episode Links:

• Museum of Fine Arts, Boston – Distance Learning Programs

Host Links:

1. Discover more virtual learning opportunities and resources at CILC.org with Tami Moehring and Allyson Mitchell.
2. Seth Fleischauer’s Banyan Global Learning provides meaningful global learning experiences that prepare students across the globe for success in an interconnected world.