Making Learning Fun With Edutainment Creator, Jerry Kolber

Full Transcript

Dr. Emma Zone:
We all know that a spoonful of sugar helps the medicine go down, and the same can be said for education. By making the delivery of a challenging concept or subject a little more palatable, educators can boost engagement, spark curiosity, and make learning just a little bit sweeter. Joining the conversation is someone who specializes in making education fun. Emmy-nominated Jerry Kolber is in the industry of edutainment, and we’ll learn just how powerful that can be.

Speaker 2:
Welcome to Teach & Learn: A Podcast for Curious Educators, brought to you by D2L. Each week, we’ll meet some of the sharpest minds in the K-20 space. Sharpen your pencils. Class is about to begin.

Dr. Emma Zone:
Jerry, welcome to Teach & Learn.

Jerry Kolber:
Thank you. It’s great to be here. I appreciate you having me on.

Dr. Emma Zone:
Yeah. It’s fun. And I love this topic, something new, something different, and it’s just an honor to have you here. You’re the co-creator of National Geographic’s number one educational series, so congratulations, Brain Games-

Jerry Kolber:
Thanks. Thank you.

Dr. Emma Zone:
… which earned you an Emmy Award nomination. You’re the co-creator of Brainchild, which is a live-action Netflix series all about science and history, and your company, Atomic Entertainment, is behind the incredibly popular podcast for families and kids, Who Smarted? which love the name, and Mysteries About True Histories, or also known as the acronym M.A.T.H. Right? M-A-T-H.
And these programs fall into this category of edutainment. Honestly, it was the first time I’d ever even heard that phrase, and I’ve been in K-12 education all the way through higher ed. So can you talk a little bit more about what that even is and the value of marrying education and entertainment?

Jerry Kolber:
Yeah. Well, first of all, thanks for the awesome intro. That was wonderful. I really appreciate it. So edutainment is a term I hadn’t really heard either, and it started around, I think, when we started doing Brain Games. And I don’t know if it was coined for Brain Games, but it’s really the idea of combining education with entertainment.
The reason that we do that as a company, we’ve been really focused on that for the last 15 years, is back in the late 2000s, like 2009, 2010, when we really saw the rise of the internet as where kids and even then starting to be adults were spending most of their time, we realized that competition for attention in education historically has been with television or sports or something like that.
But we saw that over the next… This has come to pass, that starting in 2009, 2010, we saw the rise of the internet as the competition for kids’ attention, and competition in the sense that when you start to have kids watching short-form stuff online and engaging in social media, that’s these very quick dopamine hits and very quick things, it actually changes the way that they focus, and it also changes their expectation of how they’re going to be engaged, really.

Dr. Emma Zone:
Right.

Jerry Kolber:
And so, we are not educators. We work with a ton of educators. We have educational consultants on staff, but what we see our role is as creating tools and resources that educators and parents can use to get kids excited and engaged before you necessarily get into the curriculum that has to be taught. So the simplest way to put it is, we think our job is to make parents’ and teachers’ job easier, and we do that through edutainment. We make education fun and entertaining.

Dr. Emma Zone:
I love that. And just the point about understanding the audience that as a parent, I have three kids, two in high school, one in junior high, and short-form is where it’s at, and how they’re consuming content is so different than certainly when I was going through school. So such a great point, and it makes sense. It makes sense to meet them where they are in that vertical.
So let’s talk a little bit about how you got here, what your story is with this type of content creation. You talked about not being an educator necessarily, but certainly, I would argue you are, because you are still educating in some way, even though there might not be a formal title with it. But I understand that when you were young, you were really interested in math and science and wanted to understand how things worked, but you struggled to connect the material because of the way it was taught in school. So can you talk a little bit about that? How did that make you feel? How has that impacted the work you’re doing now and really where your career ended up?

Jerry Kolber:
Yeah. It’s a good question. I mean, look, I really did struggle with how it was taught. It wasn’t that I wasn’t interested. I was always building model rockets and playing with chemistry kits and going to the Museum of Science, and even thinking about math and how that related to how things work in nature. But then when I was in the classroom, I just wasn’t engaging with the material in a way that I could follow, and it wasn’t for lack of good teachers. I went to an excellent school with excellent teachers, but it was just the way my mind worked.

And I was never diagnosed with anything in particular, but I probably, in retrospect, had something going on that just made it really hard for me to follow book learning, and it actually created a lot of anxiety for me, because my friends were doing really well, and I knew that these were topics I was interested in, and it just wasn’t sticking.

And so, it actually created a tremendous amount of anxiety for me around math and science and just school in general, but then I had other classes that I was thriving in, like my English classes and debate and drama, so places where I was connecting. And so, once I started working in television and started to understand how to make really entertaining just entertainment, that’s what I did initially, a lot of reality shows and stuff like that, there came a point where I had the opportunity to work with Nat Geo, and they asked me if I could bring what I knew about making really engaging pop culture entertainment on shows like Queer Eye and Inked and stuff like that, and bring it into the world of science, and that’s when we created Brain Games.

And that was, to me, really at the core of that was this idea, like, “Can I create the science show that I wish someone had made for me when I was in high school or college?” And that’s what Brain Games is. And so, it’s a way for people who either struggle with or have anxiety around these topics, or never thought they could understand neuroscience. That’s who that show is for.
I know that all the people that love neuroscience and get it already, they’re going to come along for the ride. I want to create entry points for people and kids and adults who don’t see a way into topics. My job is to create ways for them to get into it and understand it, and that really, I think, comes a lot from my own experience of just anxiety around how things were taught.

Dr. Emma Zone:
Yeah. Right. And couple that with, again, the way we know that kids and teens, and really everybody, is consuming content these days. So it sort of then becomes this natural entry point for them to start to even consider the possibility that, “Maybe I do know something about this subject, especially if it’s explained this way,” and sort of just shifting the lens.

So that’s so neat how you’ve taken an experience around your interests, and then also your love for creating entertainment and seeing how you can kind of connect those two things. So all these years later, you’ve co-founded Atomic Entertainment, and the mission is really interesting, and I think I’d love for you to talk a little bit about that. I’m going to quote the mission. You say, “To create educational content so insanely fun and engaging that you don’t realize you’re learning.”

Jerry Kolber:
Exactly. Yeah.

Dr. Emma Zone:
Obviously, you have the personal part of that experience as a kid. But as you’ve gone through this work, why is that mission so important to you?

Jerry Kolber:
Oh, that’s a great question. It’s because we are facing so many problems as a planet, as a species on this planet, and as stewards of the other species on this planet. And I don’t care where you think the problems come from or who caused them or what caused them. There’s things we have to deal with. And the problem with education today is because kids are so distracted and so into social media and all this other stuff.

They’re not focusing as much as they could on the beauty of problem-solving and critical thinking, and that the kids today, and even young adults and even adults, all of us could be the mind that solves the breakthrough problem that’s going to make life better for everyone, or that’s going to solve a problem that’s going to make the planet more habitable for a longer time, or come up with a way to go somewhere else in the universe, whatever that may be.

But if we’re not doing everything we can in our power, because we know how to do this in my company, if we’re not doing everything we can to make sure that we’re creating entry points for every possible mind to get excited about these topics and feel empowered to learn about science and history and critical thinking, then we’re just failing. That’s basically it. So that’s our mission, is to do that. And the last thing I’ll say on this point is, you hear a lot that people say everyone now has short attention spans, and that’s a common thing, kids watching short-form stuff, and they have short attention spans, and everyone has a short attention span.

I think it is totally wrong. I don’t think that’s true at all. When you put someone in to watch the Barbie movie, they don’t get up after three minutes and go, “I have a short attention span.” Right? The problem is we have an interest problem. Right?

Dr. Emma Zone:
Right.

Jerry Kolber:
And you know this. I know I’m preaching to the choir here, but if you can get people just a tiny bit interested in a topic and asking one or two questions where the questions themselves give them the confidence that they sort of start to understand the topic, then they’ll go down the rabbit hole with the curriculum. They’ll go down the rabbit hole with the lesson plan that isn’t as necessarily fun, but now they’re interested enough that they’re going to connect and they want to connect. And so, that’s where we see our role is, is really just creating those little sparks and hooks of interest for teachers in the classroom, home school, or even just parents at home.

Dr. Emma Zone:
Sure. Yeah. So true. Right. The interest problem, and I think what you said about the critical thinking is, in all the conversations we have in the role that I have in academic affairs, I have the pleasure of being able to talk to all different types of people, different institutions, all different levels about learning and learners and how we get to some of that critical thinking conversation.

But I think the other thing that I find, and this is something we talk a lot about on this podcast and is part of the mission of this podcast, which you’re speaking to directly, is this notion of creating space for curiosity. And that’s also a need, because without that space and without that entry point, as you’re describing, we’re missing out on potentially untapping minds or questions or conversations around some of these big problems.

So I think it’s all interconnected, and I love that. And so, you have this focus. Obviously, you had the focus that was TV, but then you’ve also gotten into podcasting. We love it. Obviously, we’re on a podcast right now, and it’s so neat to see the way that even podcasting has continued to evolve. So looking outside of TV and into this podcasting medium.

Let’s start with your very first and extremely successful and popular podcast for kids, Who Smarted? So how did you make that transition, and what has that been like, and how did that concept come to be? And we’d just love to hear more about how it’s sort of come to fruition for you all.

Jerry Kolber:
Yeah. Sure. That’s a good question. Yeah. So we’ve been making a lot of these shows for kids and families that were science TV shows. We had Brainchild for Netflix, Brain Games for Nat Geo. We did a few others. And then when the pandemic happened, we couldn’t shoot any TV shows at all, because all of our shows involved volunteers, and just all the rules and stuff made it impossible.
And we’d always kicked around the idea of a podcast. We’d never really crystallized on what it was, and it became very clear early on in that time that kids were just on their screens way too much, waking up, playing games, watching TV. So we were like, “Can we take this opportunity to create something educational that parents would be excited for their kids to listen to, but that’s fun enough that kids would listen to it instead of maybe playing a video game or something?”

And so, that’s where Who Smarted? came from, and it just caught on like crazy, and here we are five years and 600 episodes later and 20 million downloads. I mean, it’s insane. But we love it. We love the fans, and we love the impact we’ve had with it. And so, that was such a mind shift for us, the idea that we could have an idea and create it and put it out there without having to ask permission from a TV network for millions of dollars to make it, or even ask their permission to make a pilot, or years of development with them, that we can have an idea that we know is going to be great and helpful for kids and families, and put it out there in a matter of months.

It’s game-changing for us, because now we can launch shows like Mysteries About True Histories. We do Trusty Trivia. We’ve got other shows coming up that we’re able to just expand our impact. And frankly, we have far more listeners and people being impacted and benefiting from our shows now in podcasting than we did when we were making TV shows.

Dr. Emma Zone:
Interesting. Yeah.

Jerry Kolber:
Yeah.

Dr. Emma Zone:
So you mentioned Mysteries About True Histories. So that was what you added to the mix, right? So can you talk a little bit about the difference between those two podcasts and sort of how you’ve watched this evolution happen?

Jerry Kolber:
Yeah. Sure. So Who Smarted? very simply, three times a week, 15 minutes or less, one topic. We take you on a narrative adventure through the history of that topic. So you might go time traveling. If it’s an episode about plastic in the ocean, then plastic spoons might start talking. It’s a very fun, inventive show where it’s just this little world we’ve created that kids get to go on these journeys, and each episode teaches them about a particular science or history topic, and that’s really for ages like seven to 10, seven to 11.

Dr. Emma Zone:
Okay.

Jerry Kolber:
Mysteries About True Histories is a narrative, scripted show that stars these two kids who go on these journeys with the support of one of their… One of them has an Aunt Murgatroyd, who has this crazy time machine, and they travel through time and space, and they solve problems using logic and math and knowledge about history. And so, the reason we made that show is, the number one request we got all the time from Who Smarted? parents and educators, from our smarty fans, as we call them, is, “Can you help my kid learn about math and logic?”

And that’s a trickier thing, because Who Smarted? is like each episode’s one topic. So that was a harder thing to do there. So we created Mysteries About True Histories, which is, honestly, if I was a 10-year-old, I would have been obsessed with this show, because it was like-

Dr. Emma Zone:
This is the show you needed, right?

Jerry Kolber:
It’s the show I needed. Yeah. It’s like the Choose Your Own Adventure version of a kids’ show where it’s like, every episode, you’re going down these rabbit holes, and there’s trolls, and they’re this society of problem-solvers, and the kids have absolutely gone crazy for it. I mean, they just love it, because they feel like they’re part of this journey and solving these problems and solving these mysteries. And so, it’s quite a different show, but very much in the same universe of a fun show that helps kids learn something really important.

Dr. Emma Zone:
Sure. Yeah. That makes sense. And so, you mentioned working with educators. And so, as you’re coming up with the ideas for these different episodes, it sounds like you collected feedback, and that was one of the direct reasons why you launched the other podcast. But do you have a set group of curriculum folks you work with, or how does that sort of work episode to episode?

Jerry Kolber:
Yeah. So we do have a set group of people that we always work with when we’re creating the shows, and we look at really the arc of the show. We don’t necessarily have them weighing in on every single episode, but we do have them help us understand everything from the pace of information that children can absorb to things like which Common Core and national standards should we be working with. We haven’t yet launched curriculum to specifically go with these episodes, but we always knew we would. So we wanted to make sure that at some point, when we do that, we are aligned with things that are being taught in the classroom.

And then in some cases, we’ve hired teams to do actual focus group research. We’ve worked with the UCLA Center for Scholars and Storytellers, which is a group there that’s specifically focused on media literacy and media safety for children. And so, we’ve worked with them a couple of times to do focus groups, and just start to understand even interesting, nuanced things, like when you give a child instructions in audio, what kind of instructions are they more likely to get excited about following versus what aren’t they? Right?

Dr. Emma Zone:
Right.

Jerry Kolber:
And that’s different for different age groups, so sort of understanding that, and even understanding… We include quizzes within the audio, so understanding… We intuitively as storytellers kind of know the pace that those should come at, but also just asking someone who really does this research and really understands from the educator’s perspective, “Are we on the right path?” So that’s another way we bring in consultants, is to almost kick the tires on our pacing of the shows.

Dr. Emma Zone:
Sure. That makes sense. You mentioned the storytelling piece, and I’m thinking about just the prevalence of the different types of podcasts, and even TV and other media that’s out there, and you talked about how popular the show has become. And so, what is the secret sauce? Because just because you put something out there, it doesn’t mean people are going to watch or listen.
So you mentioned some of the ways you’re ensuring there’s some alignment in terms of expertise with education, research, and frameworks, standards, et cetera. But what about certain creative elements? What things have you found to be most effective? How are you capturing the attention of this really interesting demographic, kids? Again, I have some of those at my house, and what they love one day, like they love the flavor of this granola bar, and then the next day, it’s like, “Oh, I don’t like that anymore.”

Jerry Kolber:
Yeah. Yeah. Yeah.

Dr. Emma Zone:
So they’re a fickle bunch sometimes. Right?

Jerry Kolber:
Yeah. Yeah.

Dr. Emma Zone:
I’m sure you’ve learned a lot through these different projects, but are there certainly creative elements or ways that you’ve engaged that have really worked?

Jerry Kolber:
Yeah. I mean, look, honestly, fun. Again, I don’t know how to put it. I know it’s probably a vague answer, but everything we do is so fun and so enjoyable, and it’s fun, and the other thing is we make it fun for parents and kids, or adults and kids. One of the things that we notice is a lot of children’s educational content is really only fun for kids. Even if it’s fun for kids sometimes, it’s not even that necessarily.

And so, we always think of ourselves, like, “If we were in the car with our kids, our nieces or nephews, and listening to something, what would we want to be listening to as adults that we would also not only enjoy, but would want to engage with the kids afterwards?” And so, it always comes down to just family-safe fun, and humor is a huge part of it, and then the other piece of it is just making sure that…

We’re just great storytellers from having done this for a long time, but even within our group here is making sure that the sound design is amazing, making sure the audio quality is great, and also really designing audio worlds that are very recognizable. So when you listen to our show, you’re still in the world, but you’re also left and gone into something special, a special world that we brought you into.

And then the last thing I would say, and I know you know this because you talked about this on your show, but empowering kids to feel like they’re in the driver’s seat, and letting them feel like they’re driving the discovery, and that’s from asking them questions along the way, quizzes, asking their opinions on things. We know that they all engage that way, and it makes them feel like they’re driving the experience. And so then, they feel ownership over the journey, even though it’s a prerecorded audio.

Dr. Emma Zone:
Sure. And that’s good teaching. Right? And we see that not just with kids, but also adults. That doesn’t go away.

Jerry Kolber:
Adults. Yeah. Yeah.

Dr. Emma Zone:
And unfortunately, sometimes when people are designing for adult learners, they forget those pieces.

Jerry Kolber:
Yeah.

Dr. Emma Zone:
The fun is important. There is, in looking at evidence-based instructional practice… And again, I know you know this, but for our audience, enjoyment is actually an evidence-based instructional practice, and I think it’s one that… I don’t know if it’s gotten lost in some cases. I would probably say, yes, it has. But we also know that when there is a level of multimodal instruction as well as enjoyment, really good things happen across all different ages. Right?

Jerry Kolber:
Yeah. Yeah.

Dr. Emma Zone:
Yeah. I think that’s so important.

Jerry Kolber:
Honestly, one of the things that always baffles me is, you go into an office setting, or even colleges. The way they instruct you could sometimes be so unbelievably dry, but you’re expected to engage. But the same person who’s delivering that dry instruction will go home and watch something that makes them laugh or something that makes them cry, or something that engages them. When did we decide to separate this idea that something that’s fun and engaging doesn’t belong in a more formal classroom or office setting? It’s like a rule that was made that it totally flies in the face of actually the lived experience of everybody. And so, we sort of ignore that rule, I guess, is how I put it.

Dr. Emma Zone:
Yeah. Yeah. And the research also shows that people teach the way they were taught. Right?

Jerry Kolber:
Right. Right. Right.

Dr. Emma Zone:
And so, as an educator, I was lucky enough to be in an engaging environment, and I want to emulate that versus somebody who maybe was more sage on the stage, and they were just expected to absorb. Right? So there is some of that as well.

Jerry Kolber:
I like that. Yeah. Yeah. Yeah.

Dr. Emma Zone:
So thinking about the teaching side of it, have you heard from teachers that they’re using this as a part of their classroom? I mean, I know that this is something that’s great for families, or you’re on that road trip, or you’re trying to engage kids in a different way, but what about educators, and any ideas on how they’ve been using it in their classrooms?

Jerry Kolber:
Yeah.

Dr. Emma Zone:
I think I read that some of them have used it for a transition time to ease them back into class, like after recess, but would love to hear more so that the educators listening might think of ways that they could apply this to their own classroom.

Jerry Kolber:
Yeah. I mean, that is the number one thing we heard. We always thought the show, Who Smarted? would be used to help introduce kids to specific topics that might be being taught that day, and it is used that way sometimes. But the overwhelming response we hear from teachers is they just put on any episode, coming back from recess or coming back from lunch or at the top of the class, that it’s a way to get all the kids listening and engaged and just kind of prime their minds to learn, and let the teacher also have a few minutes, obviously, to not have to deal with the kids and just settle in and do their own stuff.

So we know that we’re in tens of thousands of classrooms at this point, and we’ve also… One of the chief things we’d heard was that teachers couldn’t use this show necessarily because it had ads in it, even though the ads are all family-safe and kids-safe. So we actually, with our backers’ help, we ended up offering a free subscription to all classroom educators for the ad-free version. It’s usually, I think, 40 bucks a year. We didn’t want to ask teachers to be spending another $40 a year on it.

Dr. Emma Zone:
Right.

Jerry Kolber:
You guys are already overburdened.

Dr. Emma Zone:
Yes.

Jerry Kolber:
So we’ve made it free. If you just go to whosmarted.com and click Educators, any K-12 educator gets immediate free access for life to it, and it’s not just the ad-free version. It has extra episodes, and it has bonus question-and-answer episodes that kids can participate in.

Dr. Emma Zone:
That’s awesome.

Jerry Kolber:
So that’s a resource that we’ve been very grateful and we’ve been able to make available for teachers.

Dr. Emma Zone:
That’s great. Yeah. Anytime you can open that door for educators, that’s perfect. So you heard it here, folks. Right? There are some free resources, and we can put that information in the show notes as well.

Jerry Kolber:
Nice.

Dr. Emma Zone:
So love that. That’s great. So I want to talk about what’s next, your hope for the future. We’re in an interesting time. Right? So what is your hope for the future of education really when it comes to supporting these diverse needs of all these young learners coming into the classroom with different stories themselves? Right?

Jerry Kolber:
Yeah.

Dr. Emma Zone:
And is there a message that you have for educators in particular who have kids who maybe were like you. They’re keen to learn. They’re interested in certain topics, but maybe they don’t present as being as successful the way that we place school in most contexts, and might struggle with more traditional teaching methods. I would love to hear what your hope and vision is, and if you have a message for the teachers and educators out there.

Jerry Kolber:
Yeah. Sure. I mean, I think there’s a version of education, not next year or five years from now, but maybe it’s 10 or 15 years from now, where we have figured out how to use some of the emerging technologies to actually make it more possible to meet each kid where they are. Right? What we have right now is still vestigial from training kids in the 1900s to go work in factories.

I mean, it’s evolved somewhat, but it’s kind of the same. So I think there’s a lot of room for creativity and play in terms of how the classroom itself operates in ways that could actually be beneficial to teachers and students. In the short term, I just think there’s a lot of great resources out there, we’re one of them, but there’s many others, that will help bring some fun and some play into the classroom, not to take the classroom over, but to just provide a 10- or 15-minute entry point and kind of table setter for the kids.

I have to say, every time I talk to teachers and educators, I get more hopeful, because everybody is actively thinking about ways to evolve learning and to make it more accessible for more kids from more backgrounds. So I guess that’s my message, is stay hopeful. There’s resources out there. Keep watching your show, because you talk about so many great resources and approaches. I tell people, like, “Look for these podcasts that help educators, and let’s all just keep talking and evolving in real time.”

Dr. Emma Zone:
Yeah. Absolutely. And I think you’re spot-on. I mean, technology ever-evolving, and certainly a way to address maybe certain gaps, certain types of students, certain communities. I think that’s absolutely critical. And I think the other thing that really strikes me as you’re talking about ways that educators can use, whether it’s an episode or other resources that you’ve just described in their teaching, and thinking about this engaging, fun-centered approach, I think it’s important for people to also realize, just because something is fun, doesn’t mean it doesn’t have high standards. Right?

Fun can also mean holding students and having high standards and having accountability. It’s just a different way of delivering knowledge, skill sets, competencies, and I see that too in the conversation around technology-enhanced learning, where, obviously, during the pandemic, people had thoughts about emergency remote teaching, but it’s like we can’t conflate those two things with online learning.

Similar here. Just, when you’re having fun, that doesn’t necessarily mean that you’ve then stripped away every standard, and now it’s just a free-for-all. It’s actually probably even more creative, more engaging, and able to hit even higher levels of knowledge gaining, analysis, critical thinking, as you’ve described, just by tweaking the way in which the information is being shared and disseminated, and the engagement that’s happening, because it’s active. It’s fun. There’s humor. So I think that’s an important part of what you’re talking about too.

Jerry Kolber:
Yeah. Thank you.

Dr. Emma Zone:
Yes.

Jerry Kolber:
Yes to that.

Dr. Emma Zone:
So anything else? Is there any other takeaways that you’d like for our audience of curious educators to kind of hang their hat on as they walk away from this conversation?

Jerry Kolber:
Honestly, no, I think we’ve covered a lot of ground here, and I really appreciate the opportunity to come on and talk through all this and share some of these resources. But like I said, keep listening to these podcasts, educator podcasts. Keep talking. Keep hopeful. I know it’s a crazy time, but there’s lots and lots of resources and people who are here to support each other. So I remain very, very hopeful and excited.

Dr. Emma Zone:
Me too. Thank you so much.

Jerry Kolber:
Thank you.

Dr. Emma Zone:
And thank you so much for joining us in this virtual classroom. Remember, audience, look for Who Smarted? and Mysteries About True Histories on Apple, Spotify, YouTube, or your podcast platform of choice, and make sure you check out National Geographic’s Brain Games and Netflix’s Brainchild. Lots of brain in there.

Thank you to our dedicated listeners and curious educators everywhere. Remember to follow us on social media. You can find us on X, Instagram, LinkedIn, or Facebook, @D2L. And be sure to subscribe to the D2L YouTube channel. You can also sign up for the Teaching & Learning Studio email list for the latest updates on new episodes, articles, and master classes. And if you like what you heard, remember to rate, review, and share this episode, and remember to subscribe so you never miss a thing. Bye for now.

Speaker 2:
You’ve been listening to Teach & Learn: A Podcast for Curious Educators, brought to you by D2L. To learn more about our K-20 and corporate solutions, visit D2L.com. Visit the Teaching & Learning Studio for more material for educators, by educators, including master classes, articles, and interviews. And remember to hit that Subscribe button, and please take a moment to rate, review, and share the podcast. Thanks for joining us. Until next time, school’s out.

Resources Discussed in the Episode

• Atomic Entertainment
• Who Smarted?
• Mysteries About True Histories