The People Teaching People Podcast

080: Questions Are Key to Meaningful Learning with Tiana Fech

What’s a question that’s stayed with you longer than expected? In this episode of The People Teaching People Podcast, I explore the idea that questions are more than just part of conversation… They shape how we think, how we connect, and how we experience learning. From the questions we ask in the moment to the ones we design with intention, this episode is an invitation to notice the role questions are already playing in your work and your day-to-day interactions. Through reflections from my podcast, my time in the classroom, and my work at the ARIS Hub, I share how even small shifts in how we ask questions can create more space for thinking, connection, and understanding. Because sometimes, it’s not the answer that changes things… It’s the question.   Listen in as we talk about: 01:00 More than “just” questions 03:39 Designing questions in learning 05:07 The power of how we ask 07:35 Questions as listening 09:24 Curiosity in practice 10:18 Creating space for responses 11:52 When questions take time 13:35 Creating a space where questions are welcome 13:58 Questions beyond the classroom 17:17 A question to carry   Connect with Tiana: * Website: https://tianafech.com [https://tianafech.com/] * LinkedIn: Tiana Fech [https://www.linkedin.com/in/tianafech/] * Instagram: @tianafech  [https://www.instagram.com/tianafech/] * Facebook: @tianafech [https://www.facebook.com/tianafech]  [https://www.facebook.com/tianafech] * Book: Online Course Creation 101: A step-by-step guide to creating your first online course  [https://amzn.to/3BujR21]   MORE THAN JUST QUESTIONS Questions are part of almost every interaction, but it’s easy to overlook just how much they’re shaping what’s happening beneath the surface. They don’t just move a conversation along. They guide attention, influence what people notice, and shape how understanding begins to take form. When you slow down and really look at them, you start to see that questions are doing far more than simply filling space. Shifting from thinking about questions as right or wrong to thinking about them as intentional or unintentional opens up a different way of approaching them. It invites you to consider not just what you’re asking, but how it’s landing and what it’s making possible for someone else. Even small shifts in that awareness can change how someone experiences learning.   DESIGNING QUESTIONS IN LEARNING Questions don’t always have to be created in the moment. They can be thoughtfully designed as part of a learning experience, helping to guide someone from where they are toward a deeper understanding. When there is a clear question at the centre, it gives direction. It creates a sense of purpose that helps everything else connect. From there, questions can build in a way that supports how people move through the learning. They help connect ideas, invite application, and create opportunities for people to make meaning in their own way. Instead of learning feeling like a series of disconnected pieces, it begins to feel like something that is unfolding. When questions are designed with intention, they help shift learning from something people receive into something they actively take part in.   THE POWER OF HOW WE ASK “Questions don’t just gather information. They shape how people feel in the learning and how deeply they engage with it.” The way a question is asked can completely change how it feels to respond. A small shift in wording can move something from feeling heavy or evaluative to something that feels open and supportive. These moments can seem subtle, but they have a real impact on how someone engages. Questions don’t just gather information. They shape how people feel in the moment and how willing they are to step into the learning. When a question is grounded in curiosity and care, it creates space for people to think out loud, to share ideas, and to stay engaged a little longer. The experience becomes less about getting it right and more about working through it.   QUESTIONS AS LISTENING There’s a connection between asking questions and truly listening. In podcast conversations, preparation matters, but it’s often the listening in the moment that shapes where the conversation goes. The questions asked ahead of time help create a starting point, but they aren’t meant to be followed exactly. What matters more is paying attention to what is being shared and allowing the next question to emerge from that place. That balance between structure and flexibility creates space for something more natural and meaningful to unfold. Questions become less about control and more about connection.   Tiana Fech is an Educator, Learning Development Consultant, and Host of The People Teaching People Podcast. [https://tianafech.com/wp-content/uploads/2026/04/Clip-1-Cover_e080_Questions-Are-Key-819x1024.png] CURIOSITY IN PRACTICE This idea of questions shaping outcomes shows up beyond conversations. In the development of a student engagement framework at the ARIS Hub at SAIT (the Southern Alberta Institute of Technology), the starting point wasn’t answers, it was curiosity. Questions were used to understand experiences, challenges, and needs across different perspectives. What emerged from that process was something grounded in what people actually shared. It wasn’t built on assumptions, but on listening. As well, because the questions continue, the work continues to evolve. When curiosity leads, what is created stays connected to the people it is meant to support.   CREATING SPACE FOR RESPONSES Questions can help us understand learning as it’s happening, but how we invite responses matters. Not everyone feels comfortable speaking up in the same way, especially in larger group settings. When the only option is to respond out loud, some voices naturally stay quiet. Creating different ways for people to share their thinking can shift that dynamic. Simple approaches can lower the barrier to participation and make it easier for more people to engage. When that happens, learning becomes something shared rather than something performed, and you gain a clearer sense of where people are at along the way.   WHEN QUESTIONS TAKE TIME There’s often a tendency to ask a question and then move quickly to the next thing, but giving people a little more time can make a meaningful difference. That pause, often called “wait time”,  allows space for thinking, for processing, and for more thoughtful responses to emerge. Not all questions are meant to be answered right away. Some take time. They stay with people, resurface later, and connect to other ideas in ways that aren’t always immediate. When we allow for that, we begin to see that learning doesn’t stop when the moment ends. It continues beyond it.   CREATING A SPACE WHERE QUESTIONS ARE WELCOME For many people, asking a question can feel vulnerable. It requires a sense of safety and a feeling that it’s okay to not have everything figured out. Without that, questions often go unasked, even when others are wondering the same thing. When a space is created where questions are welcomed and not knowing is part of the process, something shifts. People begin to engage more openly, and the learning becomes something they move through together. Often, the question one person is hesitant to ask is the same one others are quietly holding.   QUESTIONS BEYOND THE CLASSROOM Questions don’t just belong in formal learning environments. They show up in everyday conversations, in how we support others, and in how we connect. The way we ask can shift a conversation from something transactional to something more thoughtful and engaging. A small change, like moving from checking for completion to inviting reflection, can open up new ways of thinking. In those everyday moments, questions don’t just move things forward. They shape how people see themselves and their role in what comes next.   Tiana Fech, Educator and Learning Development Consultant says, “When questions are intentional, they don’t just move things along. They open things up.” [https://tianafech.com/wp-content/uploads/2026/04/e080_Quote_Questions-Are-Key-819x1024.png] A QUESTION TO CARRY “When questions are intentional, they don’t just move things along. They open things up.” As you think about your own work and interactions, this isn’t about asking more questions for the sake of it. It’s about noticing the ones that are already there and becoming a little more intentional with them. Questions have a way of opening things up, creating space for understanding, connection, and something new to emerge. And sometimes, one thoughtful question is enough to shift how someone experiences learning in a lasting way.

079: What Podcasting Teaches Us About Learning, Listening, and Human Connection with Kendall Breitman

What if the most powerful way to learn… isn’t speaking, but listening? In this episode of The People Teaching People Podcast, I sit down with Kendall Breitman, Community Lead at Riverside, to explore how podcasting has become one of the most dynamic spaces for teaching, learning, and human connection. Kendall’s journey from political journalism to leading a global creator community offers a unique perspective on how we absorb information, share stories, and grow through conversation. From interviewing voters across the U.S. to now supporting thousands of creators, she has built her career around one core principle, learning begins with curiosity, and deepens through listening. This episode reframes podcasting as more than content creation. It’s a living classroom. It is a  space where ideas are exchanged, perspectives are challenged, and people evolve in real time. We explore how storytelling becomes a teaching tool, how community becomes a feedback loop for learning, and why the ability to truly listen is becoming one of the most valuable skills in a world full of noise.   Listen in as we talk about: 01:00 Kendall’s story 03:00 Finding the thread that connects us 07:00 From question to connection 10:00 Listening that leads to acton 16:18 Teaching creators through community at Riverside 20:14 Learning how to podcast 24:19 How experience changes things 26:20 Ways to grow a podcast 29:55 Using tools in new ways 35:10 How AI supports creators 37:49 Podcasting as a modern learning ecosystem 40:43 Learning through life changes 47:15 The impact of mentorship 49:38 Taking a chance on yourself 50:20 Leading with human connection   Connect with Kendall and learn more about Riverside: * LinkedIn: Kendall Breitman [https://www.linkedin.com/in/kbreitman/] * Website: Riverside https://riverside.com/ [https://riverside.com/] * Instagram: @riverside.fm [https://www.instagram.com/riverside.fm/] * Facebook: @riversidedotfm [https://www.facebook.com/riversidedotfm] * Facebook group: Conversation Creators by Riverside [https://www.facebook.com/groups/riversideconversationcreators] * YouTube: Riverside [https://www.youtube.com/@Riversidefm]   Connect with Tiana: * Website: https://tianafech.com [https://tianafech.com/] * LinkedIn: Tiana Fech [https://www.linkedin.com/in/tianafech/] * Instagram: @tianafech  [https://www.instagram.com/tianafech/] * Facebook: @tianafech  [https://www.facebook.com/tianafech] * Book: Online Course Creation 101: A step-by-step guide to creating your first online course  [https://amzn.to/3BujR21] * NEW Workbook: Your Expertise Ready to Download – Turn what you know into an impactful downloadable resource [https://tianafech.com/courses/your-expertise-ready-to-download/]   Kendall Breitman says “How are we all connected? What common ground can we find?" [https://tianafech.com/wp-content/uploads/2026/04/e079_Quote_Kendall-819x1024.png] FINDING THE THREAD THAT CONNECTS US “How are we all connected? What common ground can we find?” Kendall reflects on her early days in journalism, where instead of focusing on what candidates were saying, she chose to spend time with the people in the crowd, asking what mattered to them and why they were there. Through those conversations, she began to notice something deeper. Even when people held different views, there was often a shared feeling underneath, whether it was hope, fear, or something in between. Her role became less about reporting isolated stories and more about noticing patterns, asking better questions, and finding the thread that connected them. That experience shaped how she understands people and storytelling today. It also grounded her in the idea that learning about others starts by being present, curious, and willing to look beyond the surface to see what we might have in common.   FROM QUESTION TO CONNECTION Kendall shares how her background in journalism and television shaped the way she approaches podcasting and community building today. From learning how to distill a story into just a few seconds of video, to understanding how to ask questions that invite both depth and clarity, those early experiences taught her how to hold someone’s attention while still honouring what matters. That same approach carries into how she builds community, where her focus is less about broadcasting and more about genuinely understanding people. She describes it almost like being back at a rally, moving through conversations with curiosity, asking what people care about, what drives them, and what they’re navigating. It’s a reminder that whether you’re creating content or building something with others, it starts by slowing down, asking thoughtful questions, and being willing to truly hear what comes back.   Kendall Breitman is the Community Lead at Riverside. [https://tianafech.com/wp-content/uploads/2026/04/Clip-1-Cover_e079_Kendall-819x1024.png] LISTENING THAT LEADS TO ACTION “Listening leads to understanding.” Kendall shares how listening within a community goes far beyond simply hearing what people say. For her, it is about understanding what is underneath the question, noticing what someone is really struggling with, and using that insight to respond in a meaningful way. Whether it is passing along feature requests, remembering who asked for what, or following up when something has been implemented, she sees listening as something active and ongoing. It is not just about gathering feedback, but about showing people that their voices matter and that what they share leads to real change. She also reflects on how easy it is for feedback to feel uncomfortable on both sides, yet when it is welcomed and applied, it builds trust, connection, and a sense of belonging. When people feel seen, heard, and respected, they do not just engage, they stay, contribute, and become part of something bigger.   TEACHING CREATORS THROUGH COMMUNITY AT RIVERSIDE Kendall describes her role as the Community Lead at Riverside as standing right in the middle, acting as a bridge between the people using the platform and the team building it. On one side, she helps creators understand the tools, offering guidance, education, and support so they can create something they are proud of. On the other, she brings their voices back to the product team, sharing feedback, identifying needs, and even connecting specific users to new features so what gets built is actually useful. At the heart of it, her work is about understanding people, what they are trying to create, what they struggle with, and what matters to them, and making sure that understanding shapes both the tools and the experience. It is a reminder that when you truly pay attention to the people you are serving, the work becomes less about delivering something and more about building it together.   LEARNING HOW TO PODCAST Kendall reflects on the reality that starting a podcast often comes with two very different kinds of challenges. On one side, there is the technical learning curve, figuring out equipment, setup, editing, and all the details that can feel overwhelming when you are new. On the other, and often even more present, is the vulnerability that comes with putting something out into the world. Questions start to surface around whether anyone will listen, whether you have something worth saying, and what it means for others to see and hear you. She shares that while some people lean more toward one side than the other, most experience a mix of both, and even as you gain skills, that sense of vulnerability does not completely disappear. What shifts over time is how you hold it, learning to give yourself a bit more grace and recognizing that the discomfort is part of the process. It is a reminder that growth rarely happens without a little uncertainty, and that showing up anyway is often where the real learning begins.   HOW EXPERIENCE CHANGES THINGS Kendall shares that while the technical side of podcasting tends to settle as people gain experience, the vulnerability side does not fully go away. As creators become more comfortable, they often build confidence in their voice and style, and the process begins to feel more natural. At the same time, that feeling of putting something out into the world, wondering how it will be received, and hoping it resonates with someone continues to be part of the experience. She notes that even seasoned podcasters still look for those moments of connection and validation, whether it is hearing from a listener or seeing the impact of their work in unexpected ways. Over time, it becomes less about eliminating the uncertainty and more about learning how to move forward with it, trusting that confidence can grow alongside it rather than replace it.   WAYS TO GROW A PODCAST Kendall shares that one of the most overlooked ways to grow a podcast is by being a guest on other shows, where listeners are already in the mindset of tuning in and are more open to discovering new voices. She contrasts this with social media, where it can be harder to move someone from scrolling to fully listening. She also highlights the value of using video, especially on YouTube, and thinking beyond just short clips or full episodes. By pulling out a focused, searchable segment from a conversation and shaping it around a clear question, creators can make their content easier to find and more engaging for new audiences. Her approach is less about doing more and more about being intentional with where and how your voice shows up, meeting people in spaces where they are already ready to listen.   USING TOOLS IN NEW WAYS Kendall expands the idea of what a platform like Riverside can be used for, moving beyond podcast recording into a wider space of creation, learning, and sharing. She describes how people are using it to build courses, capture coaching conversations, create thought leadership content, and gather authentic testimonials, all by repurposing real conversations into meaningful outputs. What stands out is how these tools lower the barrier for people who may not have technical expertise, making it easier to edit, refine, and share their ideas without needing to be an expert. When she talks about AI, she frames it not as a replacement for the creator, but as support, helping people bring their voice forward with more ease while still holding onto what makes their perspective unique. It becomes less about mastering every technical detail and more about having something to say and the confidence to share it, knowing there are tools that can help you along the way.   HOW AI SUPPORTS CREATORS Kendall shares how AI within Riverside is designed to make creating more accessible, not by replacing the creator, but by supporting them. She describes how tools like automated editing, captions, and audio enhancements remove some of the technical barriers that can hold people back, allowing more individuals to share their stories without needing specialized skills or equipment. For her, this opens the door to more voices, more perspectives, and more opportunities for connection. Rather than taking away from the authenticity of what people create, these tools help bring it forward with greater ease and confidence. It becomes less about mastering every detail behind the scenes and more about focusing on the ideas, conversations, and stories that matter, making it easier for more people to show up and share what they have to offer.   PODCASTING AS A MODERN LEARNING ECOSYSTEM Kendall reflects on how podcasting naturally becomes a space for learning, no matter the topic. Whether someone is tuning in to understand how a business was built, to follow a story, or simply to hear different perspectives, there is always something being learned along the way. She sees podcasting as rooted in curiosity, where listening becomes a way to explore ideas, understand people, and make sense of the world. What stands out to her is how accessible this kind of learning is, something you can carry with you, whether you are commuting, doing daily tasks, or just looking to hear a new perspective. It opens the door to voices, stories, and insights that might not come through in more traditional formats, making learning feel more conversational and connected. It is a reminder that learning does not always have to look structured or formal, sometimes it happens simply by listening, staying curious, and being open to what others have to share.   LEARNING THROUGH LIFE CHANGES Kendall reflects on how some of her biggest learning has come through major life transitions, from leaving a successful career to move to a new country, to becoming a parent. She shares how stepping away from what once defined success pushed her to rethink what that word could mean, opening the door to growth in new and unexpected ways. Alongside that, becoming a parent has given her a completely different perspective on learning, watching it unfold in real time through her child’s development, from movement to language to everyday discovery. These experiences have deepened her understanding of adaptability and helped her see learning as something that is constantly evolving, shaped by where you are and what you are moving through. It is a reminder that growth does not always follow a clear path, and sometimes the moments that ask the most of you end up teaching you the most.   THE IMPACT OF MENTORSHIP Kendall shares how one of the most influential people in her journey was a mentor, Paul Singer, who believed in her early on and actively helped her open doors. He encouraged her to reach out, make connections, and learn from others, even giving her a simple subject line, “Singer sent me,” that became the start of many conversations and opportunities. What stayed with her most was not just the practical support, but the feeling that someone genuinely saw her potential and wanted to help her move forward. That experience shaped how she thinks about mentorship and connection, showing her the lasting impact of taking the time to support someone else’s path. It is a reminder that when you choose to invest in someone, even in small ways, you can influence their journey in ways that continue long after that moment.   TAKING A CHANCE ON YOURSELF Kendall reflects on the decision she is most proud of, choosing to take a chance on herself by leaving behind what felt like success and stepping into something unknown. It was not an easy move, and it came with uncertainty and discomfort, but it ultimately led her to a life that feels more aligned with what happiness means to her. Looking back, she recognizes how much courage it took to make that choice and how defining that moment has been in shaping her path. It is a reminder that the decisions that feel the most uncertain are often the ones that ask you to trust yourself the most, and that sometimes the hardest step is giving yourself permission to choose what truly feels right.   LEADING WITH HUMAN CONNECTION Kendall shares that, for her, everything comes back to human connection. While learning and curiosity play a big role, it is the relationships built through those moments that give them meaning. She reflects on how making the effort to connect, even in small ways, has shaped her experiences and guided her path, whether that is learning from someone, feeling inspired, or simply sharing a moment of understanding. She also offers a simple practice that has stayed with her, approaching new spaces with the intention of making one genuine connection. It is a way of showing up with openness, kindness, and authenticity, and letting that guide what happens next. It is a reminder that even in a world that can feel busy and disconnected, taking the time to connect with one person can change how an experience feels and what you take from it.   ——————————- Today’s episode is produced by VOLT Productions, a full-service podcast production agency helping creators and entrepreneurs launch, grow and monetize their shows. You can learn more about the agency’s founder Simona, their work and their team by going to www.voltproductions.co [http://www.voltproductions.co/].

078: The F Word of Teaching and Learning with Tiana Fech

What do you remember most about a meaningful learning experience in your life? If you pause and think about it, it’s often not just what you learned… but how it felt. In this episode of The People Teaching People Podcast, we explore what I’m calling the F word of teaching and learning and no, it’s not what you think. It’s…feelings. This episode is an invitation to shift how we think about learning, from something purely intellectual to something deeply human. Through personal stories, reflections from my time in the classroom, and insights from my work with clients, I explore how feelings shape the learning experience in ways we don’t always name, but always remember. From relevance and discomfort to belonging and connection, this conversation looks at what it really means to design and create learning experiences that people don’t just understand, but carry with them.   Listen in as we talk about: 01:00 The F word of teaching and learning 03:31 My grade 4 diary 05:00 Designing for feelings 06:02 When it feels relevant 06:45 Learning through discomfort  08:43 From transactional to relational 10:54 The feeling you create   Connect with Tiana: * Website: https://tianafech.com [https://tianafech.com/] * LinkedIn: Tiana Fech [https://www.linkedin.com/in/tianafech/] * Instagram: @tianafech  [https://www.instagram.com/tianafech/] * Facebook: @tianafech [https://www.facebook.com/tianafech]  [https://www.facebook.com/tianafech] * Book: Online Course Creation 101: A step-by-step guide to creating your first online course  [https://amzn.to/3BujR21]   Previous episodes mentioned: * Episode 54: But Why? Making Learning Stick with Tiana Fech [https://tianafech.com/2025/02/25/054-but-why-making-learning-stick-with-tiana-fech/] * Episode 70: Learning in the Messy Middle with Tiana Fech [https://tianafech.com/2025/12/30/070-learning-in-the-messy-middle-with-tiana-fech/]   THE F WORD OF TEACHING AND LEARNING We often focus on the visible parts of learning, the structure, the outcomes, what someone will walk away knowing or being able to do. But learning is not just about thinking. It’s about feeling. People don’t just remember the content, they remember how it felt while they were learning it. Whether it’s feeling seen, supported, challenged, or believed in, those emotional experiences are what stay with us long after the details fade. Learning is not just something people think through. It’s something they feel their way through.   MY GRADE 4 DIARY I used to share a grade 4 diary entry with my junior high and high school science students at the start of the school year. In it, I wrote about how much I disliked science and how strongly I connected that feeling to my experience in the classroom at the time. It wasn’t about the subject, it was about the feeling. Then, with a bit of a laugh, I would remind them that I went on to become a science teacher. Not because everything changed overnight, but because something about the experience of learning shifted along the way. When the experience of learning changes, what feels possible can change too.   DESIGNING FOR FEELINGS Designing for feelings has carried into my work through a simple reflection: what might people be feeling as they arrive, what might they experience as they move through the learning, and how do you hope they leave? Those are not always the same. Someone might arrive feeling unsure or overwhelmed, move through moments of confusion or discomfort, and leave feeling more clear, more confident, or more connected. When we start to think about learning this way, it shifts not only how we design, but how we show up alongside people in the process.   WHEN IT FEELS RELEVANT If something doesn’t feel connected to someone’s life, their work, or something they care about, it’s really hard for them to engage. Relevance isn’t just about understanding, it’s about care. When something feels meaningful, people lean in differently. The experience shifts from something they have to get through to something they want to be part of, and that shift changes the depth of learning that’s possible.   Tiana Fech learning new things about podcasting everyday. [https://tianafech.com/wp-content/uploads/2026/04/Clip-1-Cover_e078_The-F-Word-819x1024.png] LEARNING THROUGH DISCOMFORT Learning doesn’t always feel good. It can feel uncomfortable, uncertain, and even a bit vulnerable. There’s a space in learning where things feel unsettled, where you’re still figuring things out and nothing feels fully clear yet. Sometimes what makes that harder is the feeling that you need to get it right, or that you’re being watched or evaluated. In those moments, learning can start to feel more like performing than actually learning. But that discomfort isn’t something to remove, it’s part of the process. This isn’t about making learning easy or perfectly comfortable. It’s about making it feel possible to stay in it. The feeling we’re working toward is something more like being supported, encouraged, capable, and seen. It’s that sense of not having it yet, but believing you can get there. And that belief is often what helps someone keep going.   SMALL MOMENTS, BIG IMPACT Often, it’s the smallest things that shape the experience of learning. How someone is welcomed into a space, the tone that is used, whether there is room to ask questions or pause and think, and whether not knowing is acknowledged and normalized. These moments create a sense of belonging, where people feel like they are part of the learning rather than being measured by it. And when that shift happens, it changes how people engage.   Tiana Fech says “Learning that is felt is learning that lasts.” [https://tianafech.com/wp-content/uploads/2026/04/e078_Quote_The-F-Word-819x1024.png] FROM TRANSACTIONAL TO RELATIONAL “Learning that is felt is learning that lasts.” When we don’t pay attention to how learning feels, it can start to feel heavy or performative, and when that happens, people disengage, sometimes quietly. But when learning feels relational, when people feel connected to what they’re learning, to themselves, and to each other, something changes. It moves from something to complete to something to experience, opening up space for deeper connection and understanding. When learning feels relational, it doesn’t just stay in the moment. It carries forward. It shapes how someone thinks, what they do next, and how they show up. It becomes something they can use in a way that matters to them.   THE FEELING YOU CREATE As you think about your own work, whether you’re teaching, leading, creating, or simply connecting with others, here’s something to reflect on: How do you want people to feel? Because people may forget the exact words or the structure, but they won’t forget how it felt to learn with you.

077: A Winding Journey of Learning and Leadership with Heather Setka

What does it look like to lead with empathy? In this episode of The People Teaching People Podcast, I sit down with Heather Setka, Academic Chair of Electrical Trades at the Southern Alberta Institute of Technology (SAIT), to explore how a winding career path, from small-town journalist to academic chair, shaped her philosophy on leadership, education, and impact. Heather shares how her early career in journalism prepared her for everything she does today. Problem solving. Relationship building. Truth seeking. Communication. The seeds planted as a small-town reporter now blossom in her role leading one of the largest academic portfolios on campus. The conversation dives deep into women in leadership in male-dominated spaces, feminine leadership styles, and the power of empathy in building trust and cohesion. Heather also reflects on her decade-long research into women teaching in all-male classrooms and what she has learned about influence, collaboration, and creating “we” cultures over “me” cultures. We also explore her life-changing experience with the Light Up the World project in rural Peru, where she was part of a team who helped bring solar energy to off-grid communities, an experience that reshaped her understanding of electricity, teamwork, and service. From Princess Leia as a leadership metaphor to raising a daughter as a single mother, Heather’s story is layered, honest, and deeply human. If you are navigating leadership, education, gender equity, or simply building a life on a winding road, this episode will meet you where you are.   Listen in as we talk about: 01:00 Heather’s story  03:00 A winding path to leadership 10:00 The role of an academic chair 11:55 Feminine and empathetic leadership 17:45 Light Up the World in rural Peru 26:35 Learning through story 33:50 A teacher who inspired 37:20 Raising an incredible human 41:22 Remembering to never stop learning   Connect with Heather: * LinkedIn: Heather Setka [http://www.linkedin.com/in/heather-setka]   Connect with Tiana: * Website: https://tianafech.com [https://tianafech.com/] * LinkedIn: Tiana Fech [https://www.linkedin.com/in/tianafech/] * Instagram: @tianafech  [https://www.instagram.com/tianafech/] * Facebook: @tianafech  [https://www.facebook.com/tianafech] * Book: Online Course Creation 101: A step-by-step guide to creating your first online course  [https://amzn.to/3BujR21]   A WINDING PATH TO LEADERSHIP Heather describes her career path as anything but straight. It has been more like a winding river. She has come to see that as one of its greatest strengths. She began as a small-town newspaper reporter in Vulcan, Alberta, where she wrote stories, took photos, built relationships in the community, and constantly solved problems to keep the paper running. While that role may seem worlds away from her current position as Academic Chair of Electrical Trades at SAIT, she realized that the core of the work is surprisingly similar. Journalism taught her how to ask questions, connect with people, investigate situations, communicate clearly, and piece together information to understand what is really going on. These are skills she now uses every day while supporting instructors and navigating complex situations within her department. Looking back, she can see how those early experiences planted seeds that are still shaping her work today, even though she never would have predicted where the path would lead. Sometimes the experiences that seem unrelated at the time are quietly building the exact skills we’ll need later on.   THE ROLE OF AN ACADEMIC CHAIR When Heather tries to explain what it means to be an academic chair, she laughs and describes it as “everything, everywhere, all at once.” In many ways, the role is similar to being a principal, but for a specific academic portfolio. In her case at SAIT, that means supporting and managing faculty, helping instructors work through challenges and reach their goals, and having conversations with students about their needs while connecting them to the right supports. At the same time, she’s also responsible for things like budgeting, scheduling, and collaborating closely with her two co-chairs to help lead one of the largest portfolios on campus. The work spans people, systems, and strategy, and requires constant communication and problem solving. Heather has come to appreciate that the role is less about one single responsibility and more about bringing many pieces together to help both instructors and students succeed. Some of the most important work in organizations happens in roles that quietly hold many moving parts together.   Heather Setka is the Academic Chair of Electrical Trades at the Southern Alberta Institute of Technology (SAIT) [https://tianafech.com/wp-content/uploads/2026/04/Heather2023-1-Heather-Setka-1024x959.jpeg] FEMININE AND EMPATHETIC LEADERSHIP Heather’s interest in leadership really took shape through her research on women teaching in predominantly male classrooms. While completing her master’s degree in leadership at Athabasca University, she began exploring what it was like for women instructors working in technical programs where most students were men. That work eventually grew into interviews and focus groups with women across similar environments, helping her better understand the dynamics at play. Today, she leads a largely male team of instructors in the electrical trades, and she sees clear value in the perspective she brings as a woman in that space. Through her research and experience, she’s come to appreciate the role of what’s often called feminine leadership – an approach rooted in empathy, relationship-building, and understanding. For Heather, leadership in these environments is less about authority and more about presence, conversation, and trust. She believes teams benefit when empathy is part of the culture, because regardless of gender, people want to feel heard, supported, and connected to the work they are doing. Sometimes the most powerful shift a leader can make is simply moving a team from “me” toward “we.”   LIGHT UP THE WORLD IN RURAL PERU Heather describes her trip to rural Peru with the Light Up the World project, alongside a small team of students and volunteers, as one of the most profound experiences of her life. The Calgary-founded organization brings solar-powered electricity to remote communities far beyond the reach of traditional power lines. Supporting the team, and living without electricity during the trip, gave her a completely new appreciation for something many of us rarely think about. When the lights finally turned on in the community, the moment felt almost miraculous. The experience deepened her respect for the role of electrical trades in everyday life and strengthened her commitment to preparing the next generation of tradespeople. For Heather, it was a powerful reminder that something as simple as turning on a light can transform opportunities for learning, safety, and connection – something most of us only begin to understand when we experience life without it.   Heather Setka says “You can use stories to capture people’s attention. In many stories, the path - the journey - is universal to the human experience.” [https://tianafech.com/wp-content/uploads/2026/04/e077_Quote_Heather-819x1024.png] LEARNING THROUGH STORY “You can use stories to capture people’s attention. In many stories, the path – the journey – is universal to the human experience.” Heather’s love of using pop culture in her work comes from something simple: stories stick with people. Growing up, she was fascinated by Princess Leia in Star Wars – a character who was tough, intelligent, compassionate, and unapologetically herself. That early connection stayed with her and eventually found its way into her teaching, research, and presentations. For Heather, stories like Star Wars follow a universal narrative arc – the hero’s journey – that mirrors many of our own experiences of growth, struggle, and leadership. Using characters like Leia as analogies helps her communicate ideas in ways that are memorable and relatable, while also highlighting complex ideas about leadership, identity, and resilience. She especially appreciates Leia’s evolution from princess to general, a journey that reflects the ways women can grow into leadership while still embracing their full identities. In Heather’s view, bringing stories and cultural touchstones into learning isn’t just fun. It helps people see themselves in the ideas being shared, and that’s often when the learning really lands.   A TEACHER WHO INSPIRED When Heather thinks about the teachers who shaped her path, one person stands out right away – her Grade 7 English teacher, Mrs. Colleen Morgan. Heather had just moved from Saskatchewan to Alberta at the time, and Mrs. Morgan quickly made an impression with her passion for books, stories, and language. She was the kind of teacher who balanced high expectations with real inspiration. Mrs. Morgan was someone who could be tough when needed but who also made students genuinely care about what they were learning. That combination left a lasting mark on Heather, who says it was the first time she experienced a truly incredible teacher. Over the years, she’s made a point of tracking Mrs. Morgan down and telling her just how much that experience meant, especially when Heather began teaching herself. Sometimes the influence of a great teacher echoes far beyond the classroom, shaping who we become and the paths we choose long after those early lessons end.   RAISING AN INCREDIBLE HUMAN When Heather reflects on what she’s most proud of in her life, her answer comes quickly: her daughter. While she has earned three university degrees, built a long career, travelled, and supported herself independently for many years, raising her daughter as a single mother stands out above everything else. From the time she was 25, Heather carried much of the responsibility of parenting on her own, often feeling the weight of making sure everything held together – the home, the work, the future. Looking back now, she realizes how much stress she carried during those years, worrying whether it would all work out. But it did. Her daughter is now in her fourth year at the University of Saskatchewan studying agriculture, passionate about her field and surrounded by a strong community. Heather is quick to acknowledge that it truly took a village – family members, her daughter’s father, and many others who supported them along the way. Still, she knows how much heart, resilience, and determination it took to navigate those years. For Heather, the achievement she values most isn’t a degree or a job title. It’s seeing the thoughtful, capable person her daughter has become.   NEVER STOP LEARNING Heather’s advice is simple: never stop learning. Even now, after years working in education and earning multiple degrees, she’s still taking courses herself. She is currently studying an undergraduate class in introduction to counselling through Athabasca University. For her, learning isn’t something that ends once school is over. It’s an ongoing part of being curious about what might come next. She acknowledges that learning can feel harder as time goes on, but that challenge is part of what keeps life interesting and meaningful. Whether through formal education or the many other ways people can grow their knowledge today, Heather believes the important thing is to keep going, keep exploring, and stay open to new ideas. The journey of learning doesn’t really have a finish line and that’s part of what makes it worthwhile.   ——————————- Today’s episode is produced by VOLT Productions, a full-service podcast production agency helping creators and entrepreneurs launch, grow and monetize their shows. You can learn more about the agency’s founder Simona, their work and their team by going to www.voltproductions.co [http://www.voltproductions.co/].

076: Education and AI with Tiana Fech

Should we be worried about AI? It’s a question that’s showing up in classrooms, workplaces, homes, and conversations everywhere. Sometimes it’s asked directly: Will AI replace teachers? Other times it shows up more quietly: What does this mean for how we learn? What does this mean for the future of work? In this episode, I explore how the rapid rise of generative AI is reshaping how we think about teaching and learning. Rather than focusing only on tools or policies, this conversation looks at the deeper questions underneath the technology – questions about identity, trust, creativity, and what it means to remain human in a world where machines can generate information so quickly. Drawing on experiences from my own teaching career and the People Teaching People Framework, I reflect on how AI intersects with the science, art, and heart of learning, and why this moment might be less about replacing educators and more about clarifying what matters most in the work we do together.   Listen in as we talk about: 01:00 AI and the future of teaching 04:18 Technology when I started teaching 05:51 Technology when I was a student 08:06 The science, art, and heart of learning 09:30 The value of human voice 10:19 Rethinking learning in an AI world 11:10 Trust, ethics, and AI literacy 12:51 The messy middle of change 13:18 The human heart of teaching and learning   Connect with Tiana: * Website: https://tianafech.com [https://tianafech.com/] * LinkedIn: Tiana Fech [https://www.linkedin.com/in/tianafech/] * Instagram: @tianafech  [https://www.instagram.com/tianafech/] * Facebook: @tianafech [https://www.facebook.com/tianafech]  [https://www.facebook.com/tianafech] * Book: Online Course Creation 101: A step-by-step guide to creating your first online course  [https://amzn.to/3BujR21]   AI AND THE FUTURE OF TEACHING As educators, leaders, parents, creators, and lifelong learners – as people who care deeply about teaching and learning – many of us are wondering what AI might mean for the future. Will teachers still matter? Will students still learn how to think deeply? Beneath the headlines and rapid technological change, these questions are often less about the tools themselves and more about what we value in learning. When we pause long enough to ask them honestly, the conversation shifts from fear toward curiosity about how teaching and learning might continue to evolve.   TECHNOLOGY WHEN I STARTED TEACHING When I started teaching in 2002, the classroom looked very different. Students handed in printed assignments, we used overhead projectors, and the computer lab had to be booked in advance. Smartphones weren’t yet part of everyday life, and a phone ringing in class usually meant someone’s parent, or even grandparent, calling with a reminder about something waiting at home after school. Within a few years, that began to change. Smartphones appeared in pockets, social media became part of daily life, collaboration tools emerged, and learning increasingly moved online.   TECHNOLOGY WHEN I WAS A STUDENT Looking back even further, the tools of my own childhood learning feel almost nostalgic now: programming the turtle in elementary school, using CD-ROM encyclopedias, listening to the screech of dial-up internet, and printing directions from MapQuest. Education has always adapted alongside technology. Calculators, the internet, search engines, and smartphones have all changed how we access information. What feels different about this moment isn’t that change is happening. It’s the speed at which it’s unfolding.   THE SCIENCE, ART, AND HEART OF LEARNING One way to make sense of this moment is through the lens of the People Teaching People Framework. The science of teaching includes the structures that support learning: clear objectives, thoughtful assessment, and feedback that helps learners grow. The art brings learning to life through creativity, voice, and energy. But at the centre of it all is the heart – connection, trust, belonging, and the emotional experience of learning together. While AI may support parts of the science and the art, the heart of learning continues to be deeply human.   “In a world of synthetic content, genuine presence stands out. Human voice becomes valuable. Messy thinking becomes valuable. Emotion and imperfection become valuable.” ~Tiana Fech [https://tianafech.com/wp-content/uploads/2026/03/e076_Quote_AI-819x1024.png] THE VALUE OF HUMAN VOICE “In a world of synthetic content, genuine presence stands out. Human voice becomes valuable. Messy thinking becomes valuable. Emotion and imperfection become valuable.” As AI-generated content becomes more common, authenticity becomes more noticeable. Imperfect thinking, lived experience, and genuine human perspective stand out in a world where polished content can be produced almost instantly. In many ways, the rise of AI may actually highlight the value of real voices, real stories, and real presence. The things that make us human become easier to recognize and more meaningful.   RETHINKING LEARNING IN AN AI WORLD If AI can generate an essay in seconds, it invites us to reconsider what we are truly assessing in learning. Instead of focusing only on polished final products, educators may increasingly look for visible thinking – the reasoning, reflection, and the process behind ideas. Struggle and effort have always been part of meaningful learning, and this moment offers an opportunity to think carefully about how we continue to support deep understanding in a changing landscape.   TRUST, ETHICS, AND AI LITERACY As AI becomes more integrated into daily life, questions of trust, ethics, and access become increasingly important. Not all learners have equal access to these tools, and the systems that power them can carry bias from the data they are trained on. Developing AI literacy, understanding how these systems work, where their limits are, and how to use them responsibly, is becoming an essential part of learning in the modern world.   THE MESSY MIDDLE OF CHANGE Moments of technological transition rarely arrive with clear answers. Policies are still developing, best practices are still emerging, and many educators and organizations are experimenting in real time. This period can feel uncertain, but it is also where growth happens. The messy middle is often where reflection, adaptation, and new possibilities begin to take shape.   Tiana Fech in Costa Rica [https://tianafech.com/wp-content/uploads/2026/03/Clip-1-Cover_e076_AI-1-819x1024.png] THE HUMAN HEART OF TEACHING AND LEARNING “AI may support the science and the art of teaching and learning. But the heart still requires – us.” Technology will continue to evolve, and the ways we teach and learn will evolve alongside it. But the deeper purpose of education – helping people think, grow, connect, and understand the world – remains rooted in human relationship. AI may support parts of the work. It may help us generate ideas, summarize information, and move more quickly through certain tasks. But the qualities that make learning meaningful – critical thinking, lived experience, emotional intelligence, ethical reasoning, and our ability to build trust with one another – are still deeply human. In the end, even in an AI-shaped future, it is still people teaching people.