Deep Learning Dialogues

In this episode of Deep Learning Dialogues, hosts Whitney McKinley and Katrina Gouett sit down with Taryn Michel, an Indigenous educator, law scholar, and community leader, to explore the intersection of Indigenous knowledge systems and artificial intelligence in K–12 education. Taryn shares her journey as a professor in the Bachelor of Indigenous Social Work program at Laurentian University and offers insights into Indigenous data sovereignty, ethical AI use, and the importance of relational learning. From the significance of consent and community co-design to the potential of AI tools like Google Lens in supporting cultural revitalization, this conversation invites educators to reimagine AI literacy through the lens of Indigenous values, including the seven grandfather teachings and the medicine wheel. Tune in to discover how AI can become a relational helper—not a replacement—when guided by intention, respect, and heart work.Taryn Michel is an Indigenous educator, legal scholar, and community leader from Michipicoten First Nation and the Martin Clan. She holds a Juris Doctor with an Indigenous specialization from the University of Ottawa and teaches in the School of Indigenous Relations at Laurentian University, where she also contributes to the sociology of law. Taryn’s work centers on revitalizing Anishinaabe law, promoting community wellness, and mentoring Indigenous students to reclaim space in academic and legal institutions. She serves as a band councilor and as president of the board for the N'Swakamok Indigenous Friendship Centre in Sudbury. Deeply committed to ethical, relational approaches to education and technology, Taryn brings a powerful voice to conversations about Indigenous data sovereignty, AI literacy, and the importance of co-designing educational tools with community.You can contact Taryn by email at tmichel2@laurentian.ca

In this powerful episode of Deep Learning Dialogues, we continue our conversation with Dr. Taima Moeke-Pickering, Director of the School of Indigenous Relations at Laurentian University. This episode explores how educators can ethically and respectfully integrate AI into K–12 classrooms while honoring Indigenous knowledge systems. Dr. Moeke-Pickering shares insights on land-based learning, trauma-informed pedagogy, and the importance of “showing up” with intention and care. This episode is a call to rethink how we teach with technology—grounded in values of sustainability, justice, and self-determination. Whether you're new to AI or deeply immersed, this conversation offers both inspiration and practical guidance for educators navigating the AI twilight zone.Dr. Taima Moeke-Pickering is the Director of the School of Indigenous Relations at Laurentian University. With roots in Aotearoa (New Zealand) and tribal affiliations to Ngāti Pūkeko, Tūhoe, and Ngāti Awa, Dr. Moeke-Pickering brings a deeply relational and global Indigenous perspective to her work. Her research focuses on Indigenous methodologies, decolonization, women’s empowerment, and food sovereignty. She is known for integrating participatory approaches like PhotoVoice and for developing educational frameworks rooted in Indigenous knowledge and self-determination. A passionate educator and advocate, Dr. Taima Moeke-Pickering is committed to transforming education through heart work, cultural safety, and community-led innovation.

In this powerful opening to a four-part series, hosts Whitney McKinley and Katrina Gouett sit down with Dr. Taima Moeke-Pickering, Sheri Cecchetto, and Taryn Michel from Laurentian University’s School of Indigenous Relations to explore how artificial intelligence intersects with Indigenous law, land, and sovereignty. This conversation challenges listeners to rethink AI not as neutral, but as deeply tied to land, community, and responsibility. Through Indigenous teachings, legal frameworks, and personal stories, the guests offer pathways for ethical AI use in education—rooted in reciprocity, environmental justice, and the wisdom of seven generations. This episode is a call to educators to center Indigenous perspectives in shaping the future of technology.Our Guests are:Dr. Taima Moeke-Pickering Director & Professor, School of Indigenous Relations, Laurentian UniversitySheri Cecchetto Field Coordinator & Sessional Instructor, School of Indigenous Relations, Laurentian UniversityTaryn Michel Juris Doctor & Lecturer, School of Indigenous Relations, Laurentian UniversityLink: University of Guelph Presentation

In this episode of Deep Learning Dialogues, hosts Katrina Gouett and Whitney McKinley welcome award-winning journalist and author Jenny Anderson to explore the urgent challenges of student disengagement and the transformative potential of generative AI in education. Drawing from her book The Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better, Jenny shares insights into the four dynamic modes of learning—passenger, achiever, resistor, and explorer—and how educators can help students shift toward deeper engagement. Through real stories, audience questions, and practical strategies, this conversation offers a hopeful and actionable roadmap for fostering curiosity, agency, and meaningful learning in an AI-integrated world.Jenny Anderson is an award-winning journalist and author whose work focuses on student engagement and learning science. After spending a decade covering finance at the New York Times, she made a deliberate shift to what matters most: how young people learn. Her new book, The Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better, addresses the youth mental health crisis and unprecedented rates of student disengagement. She continues to write for publications including The New York Times, TIME, and The Atlantic, and shares insights with thousands of education leaders through her Substack newsletter, How to Be Brave.You can also find Jenny on LinkedIn.

In this episode of Deep Learning Dialogues, we sit down with Patricia Kosseim, Ontario’s Information and Privacy Commissioner, to explore the critical intersection of student privacy, educational technology, and artificial intelligence. From the challenges school boards face when negotiating with EdTech vendors to the ethical complexities of AI in classrooms, Commissioner Kosseim offers expert insights and practical guidance for educators. We discuss the importance of “privacy empathy,” the role of the IPC in safeguarding student data, and the resources available to help schools navigate this evolving digital landscape with confidence and care.Patricia Kosseim is the Information and Privacy Commissioner of Ontario. She is a lawyer by profession and has extensive experience as a senior executive working in complex, inter-disciplinary environments, across public, private and health sectors. Through integration of legal practice, public policy and academic research, she has led large teams and major strategic initiatives to address ethical, legal and social implications of emerging technologies. She connects people and creative ideas to advance critical reflection, converge around common goals and work towards practical solutions. In March 2025, she was awarded the King Charles III Coronation Medal, in recognition of her valuable contribution to Ontario and to Canada.Find further information at:ipc.ca Instagram: https://www.instagram.com/ipc.ontario/ A Guide to Privacy and Access to Information in Ontario SchoolsDigital Privacy Charter - 12 commitments supporting teachers and studentsYouth ambassador tool kitYouth advisory council

Join us as we welcome educator and game creator Blaise Patterson to discuss the innovative Minecraft EDU Cyber Safe AI Dig Deeper World. Discover how this interactive experience helps students build AI literacy, digital citizenship, and critical thinking skills through engaging, age-appropriate gameplay. Learn about the challenges of designing meaningful AI education, strategies for supporting teachers, and practical classroom resources for fostering safe and responsible technology use. Blaise Patterson is an Education Content Creator with Cleverlike Studios, where he creates immersive learning experiences using popular video games like Minecraft and Fortnite. With a deep passion for games-based learning, Blaise has developed several Minecraft Education worlds featured in the in-game library and numerous scholastic esports programs. He and his team of learning experience designers and game developers work to transform students from players to creators, equipping them with digital competencies for career readiness. As Director of Industry Partnership with the Ontario School Esports Association, Blaise also builds connections between schools and organizations, supporting teachers in implementing esports programs from daily instruction to district-wide competitions across K-12 and post-secondary education.

In this episode of Deep Learning Dialogues, Jasmine Zhang, a PhD student at the University of Waterloo, discusses how digital media and AI companions impact the well-being of children, caregivers, and families. The conversation covers practical strategies for parents and educators, the role of trusted adults, digital literacy, and the challenges and opportunities of AI in mental health and education.Jasmine received her Bachelor of Science (Honours Psychology, Neuroscience and Behaviour) from McMaster University in 2020 and her Master of Arts (Clinical Psychology) from the University of Waterloo in 2022. Since then, she has continued her studies at the University of Waterloo, where she is currently a Ph.D. student in the FamilyPsycle Lab. Her research examines how digital media influences the well-being of children and caregivers through a family-wide lens. Jasmine has also completed clinical training in providing psychoeducational assessment and intervention services for children, adolescents, and adults from various locations in Ontario, including the Centre for Mental Health Research and Treatment at the University of Waterloo, the Waterloo Region District School Board, and Hamilton Health Sciences.

Join us as Dr. Kelsey Leonard explores the groundbreaking concept of granting personhood to rivers and lakes, and discusses how Indigenous data sovereignty can transform water rights in the age of AI. Discover how traditional knowledge, legal innovation, and technology intersect to address water justice, protect Indigenous communities, and shape the future of global water governance. Please note: Due to recording issues in the second half, audio quality varies - however, the content remains compelling and we encourage you to stick with it. We've identified the issue and are taking steps to prevent it in future recordings.Dr. Kelsey Leonard is an Assistant Professor in the Faculty of Environment at the University of Waterloo, where her research focuses on Indigenous water justice and its climatic, territorial, and governance underpinnings. Dr. Leonard seeks to establish Indigenous traditions of water conservation as the foundation for international water policymaking. Dr. Leonard has been instrumental in safeguarding the interests of Indigenous Nations for environmental planning and builds Indigenous science and knowledge into new solutions for water governance and sustainable oceans. In collaboration with a global team of water law scholars Dr. Leonard has published in Lewis and Clark Law Review on Indigenous Water Justice and the defining international legal principle of self-determination under the United Nations Declaration on the Rights of Indigenous Peoples. Her recent scholarship explores legal personhood for water and you can watch her TEDTalk here: TEDTalk “Why lakes and rivers should have the same rights as humans”

This episode of Deep Learning Dialogues explores how AI can empower young changemakers to address global sustainability challenges through the UN Sustainable Development Goals framework. Dr. Henrik von Wehrden and Jorge Gustavo Rodrigues Aboytes from Leuphana University share research showing that AI applications favour technical SDGs over social justice goals, creating important gaps in how technology addresses global challenges. The conversation emphasises K-12 students' natural capacity for systems thinking and advocates for using the SDGs as an interdisciplinary learning framework whilst positioning AI as both a powerful educational tool and an object of critical analysis. Key themes include teaching students to critically evaluate AI outputs and consider ethical implications—principles that align with WCDSB's emphasis on transparency, accountability, and human-centred approaches to AI in education.Episode Links:-Article "Artificial intelligence in sustainable development research"-Sustainability Methods Website-Leuphana Sustainable UniversityHenrik von Wehrden is the dean of the faculty of sustainability at Leuphana and member of the methods center. His work focuses on applying methods in a new context to create novel knowledge. His research spans across many spatial scales and groups of organisms, as well as explored the normative dimensions of methodological research.Jorge Gustavo Rodrigues Aboytes holds an interdisciplinary background with degrees in chemical engineering, environmental sciences, and a PhD in Sustainability Science. After working as a consultant in the Mexican textile-fashion sector and enhancing his technical skills through WBS Coding School, he now serves as a Research Associate at the Center of Methods at Leuphana University of Lüneburg. His current focus is on analyzing data to provide solutions regarding sustainability impacts of supply chains, transitions toward sustainable models, and life-cycle assessment of products and services.