September 1, 2025 • 31 mins
In this episode of EdUp L&D, host Holly Owens interviews Kim Scott, a former teacher who transitioned into the Learning and Development (L&D) field. Kim shares her inspiring journey from teaching to entrepreneurship, discussing the importance of identifying transferable skills, building a professional network, and documenting career achievements. She emphasizes the need for teachers to recognize their value and explore new career opportunities, especially in the evolving landscape of education and technology.
Resources mentioned in this episode:
Guest Contact Information:
___________________________________
Episode Sponsor: iSpring Solutions
🎙️ Huge thanks to our friends at iSpring Solutions for sponsoring this episode of the EdUp L&D podcast! 🙌
If you haven’t already, be sure to check out the iSpring Learning Exchange Community — a vibrant space for creators, educators, and L&D pros to connect and grow.
Grateful for the support and excited to see what our community creates 💡
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Welcome back to another episode of Add Up LND where we dive into
real stories, practical strategies, and the lessons
learned along the way in learning and development.
Today I'm joined by Kim Scott, the founder of K Scott Learning
Consultants and a fellow teacherturned LND pro.
Who made her leap? Long before the big 2020 wave of
(00:23):
educators transitioning into learning and development, Kim's
story is equal parts inspiring and practical.
She went from high school history teacher to Ed tech and
district level leadership, to higher education, a Fortune 500
company, and now entrepreneurship.
(00:43):
In this episode, we'll cover howto identify and leverage your
transferable skills even if you don't realize you have them yet,
the importance of documenting your wins and keeping receipts
for your career portfolio, building a network before you
need it, and how Kim's network open unexpected doors.
(01:05):
What's it really like to transition out of the classroom
when there's no road map? Kim's advice is packed with
actionable steps for anyone ready to explore new career
possibilities, whether you're still in the classroom or
already in the middle of a pivot.
Let's jump in. Hi, we're Ice Spring, an
(01:25):
international team of e-learningenthusiasts who help more than
60,000 clients across the globe succeed with better online
learning. Our two flagship solutions are
ispring Suite and ispring Learn LMS.
Ispring Suite is an intuitive, all in one authoring tool for
creating engaging elearning content, and ispringlearn is an
(01:49):
innovative online training platform for onboarding,
upskilling, and certifying your teams.
We also provide tons of free resources for aspiring and
experienced e-learning professionals, conduct weekly
webinars with top industry experts, and organize annual
e-learning conferences, challenges, and championships.
(02:09):
We'd be happy to get to know youand pick a solution that fits
your needs best. Go to www.icepringsolutions.com
to learn more about us, downloadour resources, and connect.
Hello everyone and welcome to another fantastic episode of add
up LND. My name is Holly Owens and I'm
(02:32):
your host, and I'm really excited because Kim Scott is
here today and we've talked via LinkedIn quite a bit.
Never face to face synchronously, you know, in real
life, whatever you call it. So Kim, I'm so glad you finally
got and came on the show. Welcome in for.
Loving me. Thank you for having me yes,
it's it's always great when you make these like called Internet
(02:55):
experience and then you get to link them actually out of
session. It's like, oh, I can talk to
you. It's real.
It's real. You're a real person.
You're real. You're a real human.
Well, Kim, you know, I know someabout you from stalking your
LinkedIn profile and the different things that you've
been doing over the years. So why don't you tell us a
little bit about you, what you've done in the past, what
(03:17):
you're currently doing, You know, how, how are things in the
L&D space going for you? All right.
I actually started in teaching and I moved into L&D like a lot
of people. What's different about me is I
did it before the movement. So I tell me too.
So I called the movement about 2020 during the pandemic and
(03:40):
everybody went home. And then there was this big
teacher transition and people were like, I want to do remote
work or so there was this big transition of or movements
because people had already already been transitioning, as
you see, you know, I have, but there was this big movement.
So I moved almost 10 years, not quite 10 years before that
(04:00):
movement. And before there were academies
and all that sort of thing. And I moved into a tech first,
which is sort of like a cousin to instructional design, but
it's still in that space. I mean, I'm sorry, LD space.
And then I moved on into formal instructional design and then in
2021 my business started itself.Yes, it literally started itself
(04:25):
because I've been thinking aboutit for years.
My mother had been telling me toA businesswoman is a child, and
of course, who listens to their mother until they're.
Actually an adult that's. Right.
And my business started itself and so then I realized it would
be a thing. And that's when K Scott Learning
Consultants was born. And so for the last 4 1/2 years
(04:50):
it's been I'm an instruction with Zoner, but I'm also a
business owner. And then recently I went through
another surprise. I went for surprise career
change sort of into content marketing.
So I'm doing content, but it's for an LND company.
(05:10):
So I'm their in house LND expertand I'm doing content marketing
in addition to my business. So a fun little adventure.
Yeah, for sure. I love that.
You know, I, I was just, I've done marketing with Yellow Dig
and it's really like interestingto see like some of the skills
that translate over into the marketing.
(05:32):
And I think it's great that you're in the LND space during
that because then you can like you can speak the language, you
can simplify the language. You you understand completely
how to market to the audience that it's intended to be
marketed to. And they love to pick my brain
or you know, so Kim, you're the in house expert or Kim, you know
these people, what do they like?Where are they bad?
(05:54):
So I still, it's not like I'm completely doing content
marketing. I am, but I still have to use
the expertise and I still have to stay relevant.
I still have to network. I still have to know what
everybody's doing in the field. And you never know when they
will switch me back to an actualinstructional designer or on
(06:15):
pieces of projects. So I got a they used to say on
SWOT, the TV show SWOT stay liquid.
So I have to stay in liquid. Understood.
So you and I are both transitionteachers.
We both did it before it was thecool thing to do.
I want to know a little bit moreabout that process for you.
(06:38):
What was that like? Because I don't think people who
are transitioning now really understand that there was
nothing available to support us in that transition.
But really ourselves, the community wasn't necessarily
there. It was there, but it wasn't.
It was like very sporadic different things.
I don't even remember like an L&D community or even being on
(07:00):
LinkedIn at that point. So tell us a little bit about
that transition and what are some of the things that you did
at that time to help you in yourtransition?
I think you're maybe one of the first people that really asked
me that question. So thank you first of all for
asking because I've been thinking about, you know, we
(07:21):
have these ID influencers now you're kind of one of them
because people. Yeah, kind of great.
And so there people tell their story or people tell people how
to change, but there's there's usually nobody talking about it
before you know that time. So I'm going to talk to you like
I talked to teenagers in my life.
I have a teenager, I have a lot of nieces and nephews and they
(07:44):
love to tell me back in the 1900s when you were born.
That's really insulting. I know.
So, you know, they say back in your day, did they have this and
did they doing the civil rights movement?
I wasn't alive doing the civil rights.
We're the late 1900s people get it, get it right.
(08:06):
Yeah, I'm going to talk to our audience about imagine the time.
It's story time. People listen up.
Imagine before there was LND Academy, there were no Academy.
There is no Tim Slade, no Devin Peck, no, you know all these
other instructional design academies out there.
(08:29):
I don't think there were really.There were very few of any
bachelor's degree in instructional design.
There's still not a ton, but there were, we know and very few
master's or doctorate degrees inthat field.
So there was like not a lot of training really had those few
higher Ed programs, were it not a ton of them were online.
(08:54):
There were no ID communities. LinkedIn was still in this
infancy stage. You know, it wasn't a thing and
it was around, but it wasn't what it was today and it wasn't
popular. Facebook groups did not exist.
So there was a time when there were some of us who were
teaching in that era. Social media was around.
But like I said, it was still evolving lengthy and hadn't
(09:15):
become the place to be for business or professionals to,
you know, advance their career or become influencers there.
Influencers were just really becoming a thing.
And I was a history teacher. And I remember a student coming
to me and saying, Miss Scott, itwas the first day of school,
(09:36):
right? Understand.
Never met this child. She walked up to me and said,
Miss Scott, I'm in your class and I'm going to tell you right
now. I heard good things about you
and I'm gonna like you. I'm going to tell you right now.
I'm gonna like your class. And I looked at it and I said,
baby, it's the first day of school.
How do you know you're not goingto like?
Right, right, Yesterday I'm. Bored and it's just about dates
(09:57):
and dead people. And I said, oh, really?
And she said, yeah, so that's gonna be boring.
I said, well, how about this? I can't tell you what you really
won't like, but let me ask you this.
Give me give me a week. Give me a week in my class
before you make and and make your own judgment.
She just said OK. And she never thought a lot
about it. But that kind of inspired me.
(10:20):
Most of us, not all. But if you think back to a lot
of your history teachers you hadthat, you know, coach who really
just want to coach football, buthe had to teach.
So he or he taught best for me. He want to coach basketball.
So he'd be like, well. I was a social studies teacher
too, Kim. I taught.
Government. Yeah, I taught government and
(10:42):
coach field hockey. I didn't do basketball.
You had some of them that wantedto coach, but they had to teach
and that was the area that they were more familiar with.
And I could say read these questions and say, and then on
the other hand, you had these teachers that loved history and
were very passionate about them,but they wanted to lecture.
(11:03):
And that's not the best method for a bunch of 17 year olds who
thinking about the next day and trying to get a car and
everything else. So I realized early on the ways
that I was taught was not going to work.
And that what I tell people is kind of like my pre launch into
instructional design. I realized all they will give me
(11:23):
a lot of times with some textbooks and say go forth and
prosper, but there was nothing really out there.
There weren't a lot of worksheets there or or even if
they did, that was it. That was a worksheet.
There weren't games. There were websites.
There is none of this stuff. Gamification.
No. For U.S. history, and U.S.
history is the one social study subject that university is state
(11:46):
tested. You know, it's state tested in
almost every state within our youth.
But even for that, there's just not a lot of resources and
there's definitely not a lot of fun stuff.
And then out here, students tellme, oh, I loved, you know what
we learned about our English class and we learned about the
original 13 college. Excuse me, hello.
That is so I quickly realized that, you know, dangle work and
(12:13):
I also taught in some very urbanareas.
I purposely chose that because Iwanted that population of
students because they need good teachers the most.
And so I was like, I've got to after like my first year, I was
like, I cannot repeat my first year of teaching.
I've got to figure this out. So I started like creating my
(12:33):
own activities and creating my own stuff.
Or sometimes I would go out there and find activities.
The other teachers hadn't combined them with my ideas or
said, you know what this is? This gang is really popular.
How can I turn this into a gang in my classroom?
Well, it's time I pre launch into what I didn't know was
instructional design. So after doing that for a while
(12:53):
and being like the techie teacher, I got a job in my
district doing in tech. So we had a merger here where
two districts merged and they opened up all their central
office positions. And some of my best, I guess,
situations in life, people either force me into them or
(13:13):
kind of push me into them. This was 1.
I had people texting me, hey, I saw this air tech animus
position you. I think you should apply.
Girl, did you see this? This sounds just like you.
And after a couple of those messages, I was like, OK, Kim,
trying to look at this. And so at the time, you know, I
had a teaching job. So I said, let me throw some at
the ball and see what sticks. I got a job.
(13:34):
If I apply for this and I don't get it, just go back to teaching
that was already doing so I applied and I got the job here's
and I guess that was a long way for me answering your question
here's. How I, I need the context and
the audience loves the context. So The thing is, is that one of
the things they love is like howteaching is related to
(13:56):
instructional design, a lot of the transitioning teachers.
So you're giving us that contextand then how you got to the role
at the at the board at the district level?
There you go. And also how I was kind of
tapping into what I found myselfto be good at, you know, and
that's better I would want your audience to do.
People sometimes feel like that's somebody, that's
(14:19):
something somebody told me to do.
Well, that's the only thing I can do with a teaching degree.
No, instructional design might not be for you.
It may be tech, it may be accounting, but figure out what
you see yourself growing with and you're good at and see if
you can explore that area. And for me, like I said, I
couldn't do dates and dead people for these kids.
(14:39):
It's not it's not I'm just goingto keep it real for you for wait
a minute. It's not going to happen in the
hood. You know, you know, I've always
taught in very urban areas, areas, you know, where people
didn't want to teach. And I wanted to teach that I
wanted to teach for those students.
But here's how I kind of did that transition, but after the
academies without a college degree, without influencers to
(15:03):
follow YouTube videos in the event.
One thing that I did was, like Isaid, first thing I didn't know
I was kind of doing looking at my skill set and see what do I
have and what does that transition to now it seems like
my friends kind of did that for me.
These were teachers, by the way,your people worked at the
district. They saw what I was good at.
(15:24):
They saw what they came to me about and when they saw
positions, they kind of told me about him.
I was already kind of looking but when I started getting all
these text messages I was like OK this must be something I need
to look. At you need to pay attention.
One key thing that I think people can do, because I think
I'm fortunate. Especially for teachers.
(15:45):
But even in other field but willing for teachers, you're,
you don't get pay raises as a teacher.
The only way you can really get more money as you get more
degrees. And if you get a degree that
most, not all automatically put you on a higher pay scale and
you constantly decline. And I think too often teachers
feel like, oh, well, if I just get another degree, I can
(16:07):
automatically get into instructional designer.
That's going to mean something to them.
Not necessary, especially these days when there's a lot of
competition. I'm not saying there's anything
wrong with the degree, but don'tthink that's it you're automatic
ticketing because unfortunately it.
Is great advice. Not anymore, it's not.
(16:27):
Well, and I've seen, you know, and no, no shame to these
people. I, I, I'm personally know
somebody and it's happened to multiple people.
They went and got a doctorate degree in instructional design
and turn on me for advice on howto get in the field and what I'm
doing every day. I do not have a doctor.
I have a master's degree, but it's not even an instruction,
(16:49):
right? So one of the things I did was
that looked at what transferableskills, I guess is point number
one, what transferable skills doI have?
So what am I naturally good at? What do people come to me about?
What do people constantly ask meabout what do I feel like?
What do I feel good doing without realizing I'm doing?
(17:09):
So that's one thing. And like I said, I became that
techie teacher. People were like, well how do
you add this video to a PowerPoint?
Do this with a flash drive. I'm showing my age now.
Yeah, Nope. I kind of took the same path as
you. I was the Ed tech person.
I did a grant with the state of Maryland where I taught in the
urban area like you did, and I got a set of clickers and a
(17:32):
smart board in my room and that eventually led to me doing
trainings at the the Board of Education.
Because then everybody's like, what?
Are you? Doing and I, I had to I had to
make some people, some believers, you know, but first
was the transferable skills. And then I looked at the two and
said, what do I have or what have I already been doing to
(17:56):
translate? Now, here's what I think some
people get a little in their feelings about.
They look at what they've done and say I'm not doing anything
for that field I want to get into.
That's OK, You didn't know aboutit.
Hey, I didn't even know it was the thing.
I just had been doing it. What I haven't confessed is if
you found that field that's for you, that has those skills that
(18:18):
you have that you feel like you love and this is what you want.
If you haven't been doing thingsthat are transferable, start
doing them today. Find little ways to do them, you
know, within your classroom. Now, like you said, I was
already already using the clickers and then I had some
teachers come to me saying how do you do this?
How do you do that? Or anytime they had some new
(18:38):
check or I found it in the library.
Can I get this? I wasn't ashamed to ask for some
because what, you're going to tell me no, OK, I'm where I was
anyway, so why do you do that? Can I do this?
You know, I took opportunities where they were.
We're always paying, but I took opportunities when they were
asking for social studies curriculum to be redesigned
(18:59):
within the school district. I took that opportunity.
I didn't know until later it wasgoing to be paid.
I was doing it because it neededto be done.
But those were great resume buildings.
So when I talked this tech position, guess what I talked
about? I talked about how I redesigned
that curriculum. I talked about hiding these
clickers in the classroom. See, I, I, I showed them I was
(19:20):
more than just some high school history teacher, so I was all.
So I guess that's advice #2 do the things now that you want to
do in the future. And it doesn't have to be OK.
You want to be an e-learning developer.
You don't have to create an hourlong e-learning session.
We'll start playing. Maybe start with one slide or
maybe start with an interactive that you have and you just test
(19:42):
it out with your students because you know your students
will let you know if it's good or bad.
And then if you find yourself being really good at some and
other teachers that ask you about it, can you create a 2
minute rise course? You know, just small pieces or
things. Also, like I said, carefully
consider what you're already doing.
I was doing those things and didn't know even before I knew
(20:05):
there was a job. Excuse me.
So make sure you're doing the things that you want to do
slowly and and surely, you know,start to do that network.
I didn't know what network was as a teacher.
And I'll be honest, even after Ileft teaching, I didn't know a
ton about it. And I really got to know it
(20:27):
around the time of the pandemic when I started my business.
And it has influenced my careersin ways I didn't know it.
Here's how I was doing it as a teacher when I took that job
writing social studies curriculum, I got to know our
social studies lead for the district, and I got to know some
other teachers. They.
Had you? You're making those connections.
You're like, I need to know these people, who they are.
(20:47):
These are the people that are making the decisions that impact
you anyway, so you might as wellknow them.
We just got to know each other and we would, you know, share
ideas and stuff for what happened as when those people
saw those positions open, who did they start talking to me?
They started telling me, go up Clyde, you get that.
And you know, those people are also valuable.
(21:08):
Now this is something I did after that transition.
But talk to those teachers that know you or even in your
personal life, if there are family members that come to you
a lot about planning events or anything, start asking those
people, you know, what are things that you feel like you
can come to me and ask me a great advice about?
What are things that you feel like I'm really good at?
(21:28):
Because sometimes those answers will surprise you.
I didn't think I was good at tech who don't know how to
format a flash drive, who doesn't know how to get a video
on the platform? Apparently a lot of people
don't. Yeah, I mean, even now, even
nowadays that that stuff is still sometimes people don't
know how to do this things. Not so much flash drives
anymore. Might be.
(21:48):
Exactly. It might be external hard drives
or something. Yeah, the cloud stuff.
But that was the thing, people were coming, but they eventually
it helped me realize that that was something I was good at and
that helped me look into my nextstep.
So utilize your network. Don't have a network.
(22:08):
Start building. That doesn't mean it has to be
the teachers in your building. Sometimes teachers in your
building are mean, or they aren't, or sometimes they're
just. They just don't have.
Time yeah or they might just be trying to do that 30 years and
get out. They're not trying to advance.
That's OK. They don't have to be at your
school. And here's the beauty about
today that you and I didn't get high.
(22:29):
They're in permit work out there.
They're Facebook groups for everything I keep.
I started a Facebook. I've started a couple.
So I continuously tell people you know, sign your network and
online is a great way to find them.
Sometimes you can find them in person and if you don't see the
network, you won't create it. Facebook groups are free.
You do not you do not need a bachelor's degree in five years
(22:52):
experience to start a Facebook group for tech your teachers.
You can go find one and you can go create 1.
So make sure you do that. So I really utilize those
transferable skills and I started saving evidence.
OK, you know, people today like to say, you know, I got receipts
and somebody say, oh, you didn'tdo something Now baby, I got
receipts. I got the emails, I got the text
(23:14):
messages to do the same thing inyour career, same receipts like
you save and text messages on myboyfriend.
I'm just going to go ahead. My girlfriend, Little whoever.
Yeah, yeah. Yeah.
Definitely. That becomes your portfolio.
That's your portfolio. There it is.
It becomes your portfolio, but it also becomes your evidence
(23:36):
because and that's something I'mworking on doing more content
creation myself because in theseconversations, people say, oh,
this was so valuable, Kim, you need to share how you did that.
I really do because I have all this stuff in my brain, right?
Help people and I never know until two people help me.
Save your data. If the state wants to, you know,
(23:56):
or your district wants to do these evaluations and you get
good evaluations, that's good feedback to put in a portfolio
or to use in a job interview. Use, you know, the state test
scores, whatever data you have access to, you know, be careful
of verbal, you know, and use thestudent names.
But nothing is to say you can't say 92% of my students passed
(24:17):
the state. So in the course, yeah, exactly.
I've been able to deliver PD to 250 teachers district wide.
These are things I was talking about.
I was doing little things in school.
I remember we had APD professional development at my
school and they started asking teachers who can present on
(24:37):
something. I volunteered.
These are those opportunities. If there's not an opportunity,
you know, maybe see if that's something you're a professional
learning soldier, your vice principal or assistant principal
may be interested in somebody doing.
But I took those opportunities as a hand.
I used transferable skills. My network was looking out for
(24:57):
me even when I didn't realize it.
And so therefore, when I walked into that, you know, interview
because there were other other people interviewing for that
job, including people who have already done that job for years.
And some of them did not, you know, get it.
But I was able to show I wasn't just another teacher looking to
get out the classroom. And I think another thing I was
(25:19):
subliminally doing, I didn't andI'm all this is kind of touchy.
I didn't wait till I was this. I think a lot of teachers, I
hear them. I'm so frustrated with the
classroom tired. I want to leave.
You got to realize why you're leaving.
If you want a different career or like me, I had different
skill sets and I want to try some and I ain't allowed when
(25:40):
you know, I was excited about more money, you know?
That's for that's real talk. Real talk, but I have people who
say I want to leave because I got a micromanaging boss.
I'm sorry to tell you, you can go to corporate America and you
can find millions of micromanaging bosses.
So that's not necessarily changing careers isn't going to
(26:01):
solve the problem of a micromanaging boss or something
else. But if you, you know, realize
you'd rather work with adults than students, then the career
change might be for you. So that was another thing is I
feel like I was leaving for the right reasons.
I wasn't leaning to escape something just to end up in a
situation where I was in the same thing.
(26:21):
I had gifts that could literallyhelp adults and adults were
coming to me for and with leaving the classroom, going to
the district, I was able to share that with even more adults
than those that were just in my school or in my network.
And then from there, I just usedthat same thing.
I went to Ed tech and higher Ed.I was able to show them, oh,
(26:41):
look at this newsletter I did for my teachers across my school
district. Oh, look at this website I had
where they could go and they could schedule sessions with me.
And then I did group sessions with them to show them tools and
I did cook. Well, this was well then I
called it Co teaching, but it wasn't the Co teaching that they
have an education that would go on and teach students in a
(27:05):
classroom for a teacher how to use a tool, like maybe how to
make a cartoon strip on the scientific process.
But the science teacher was in there and while I was teaching
the students the technology, shewas watching me in action.
And then the next planet she would teach both for content and
and I was there to support her until she was comfortable and
then I would leave. So I was able to show that and
(27:26):
now I climbed up in the higher end doing it.
Then I went into instructional design and Fortune 500 company
because I was able to show them looking higher end.
I worked with professors and I worked with admin and I worked
with the president, and this is how I was training adults on how
to do XY and Z. And, you know, so use your
(27:47):
transferable skills, use your experience, have some receipts,
some evidence. And if you don't have those
things, work on them now in small ways.
So sorry, yeah. No, you give a lot of great
advice. I mean, we're coming up on the
end of the episode, but I'm super inspired by your story.
Mine is a very, very similar path.
(28:08):
And the fact that you were able to identify early on that you
have a different set of skills that can be applicable
elsewhere, where a perk of that is making more money and helping
more people across the district and then getting the higher end
and helping even more people andthen going to a Fortune 500
company. You just continuing to grow as
you're matriculating through throughout these positions.
(28:29):
So it's really inspirational to hear what you've done.
You give advice from transferable skills, documenting
things that you've done, you know, making sure you network
with people. I think all these things that
you're saying are so important for transitioning teachers.
They have a lot of things they have to deal with coming out of
(28:49):
the classroom. So Kim, where can people find
you and work with you? Tell us where to find you.
You can definitely find me on mybusiness website that is K
Scott, just like short for Kim Scott, K Scott learning.com.
That is my business website where I do instructional design,
LMS administration and also learning concierge services.
(29:12):
So those are services related tolearning like content marketing
for courses and things of that nature.
You can also find me on LinkedIn.
The last part of my URL is Kimberly Scott O 5 or Kimberly
Scott 0. Five.
I'm definitely going to put it on the show notes.
You can do, I mean there I'm networking there, posting and
(29:35):
sharing that plan on doing a whole lot more of that.
I'm actually on Facebook also, I'm in several groups on
Facebook. I love to network.
I'm actually working on a list of all the places I network in
L&D, like literally go to sessions and talk to people and
share my value and get value. I'm working on a list of that
(29:57):
and other places that I'm looking to network.
You know, I may have heard about, but I haven't done it
now. So you can definitely find me
with some of those events. And yeah.
That's that's great. I mean this is a definitely
teacher focused episode where both transition teachers.
You gave great advice while all intertwining your story.
So the audience has tons of takeaways from this episode.
(30:19):
I really appreciate you coming on the show and sharing your
experience and your time. Thank you so much for having me.
Thanks for spending a few minutes with Holly.
She knows your podcast queue is packed.
If today's episode sparked an idea or gave you that extra
nudge of confidence, tap, followor subscribe in your favorite
app so you never miss an episodeof Ed Up L&D.
(30:43):
Dropping a quick rating or review helps more educators and
learning pros discover the show,too.
Want to keep the conversation going?
Connect with Holly on LinkedIn and share your biggest take
away. She reads every message.
Until next time, keep learning, keep leading, and keep believing
in your own story. Talk soon.
Hi, we're Ice Spring, an international team of e-learning
(31:05):
enthusiasts who help more than 60,000 clients across the globe
succeed with better online learning.
Our two flagship solutions are Ice Spring Suite and Ice Spring
Learn LMS. Ice Spring Suite is an intuitive
all in We'd be happy to get to know you and pick a solution
(31:29):
that fits your needs best. Go to www.icepringsolutions.com
to learn more about us and connect.
Welcome back to another episode of Add Up LND where we dive into
real stories, practical strategies, and the lessons
learned along the way in learning and development.
Today I'm joined by Kim Scott, the founder of K Scott Learning
Consultants and a fellow teacherturned LND pro.
Who made her leap? Long before the big 2020 wave of
(00:23):
educators transitioning into learning and development, Kim's
story is equal parts inspiring and practical.
She went from high school history teacher to Ed tech and
district level leadership, to higher education, a Fortune 500
company, and now entrepreneurship.
(00:43):
In this episode, we'll cover howto identify and leverage your
transferable skills even if you don't realize you have them yet,
the importance of documenting your wins and keeping receipts
for your career portfolio, building a network before you
need it, and how Kim's network open unexpected doors.
(01:05):
What's it really like to transition out of the classroom
when there's no road map? Kim's advice is packed with
actionable steps for anyone ready to explore new career
possibilities, whether you're still in the classroom or
already in the middle of a pivot.
Let's jump in. Hi, we're Ice Spring, an
(01:25):
international team of e-learningenthusiasts who help more than
60,000 clients across the globe succeed with better online
learning. Our two flagship solutions are
ispring Suite and ispring Learn LMS.
Ispring Suite is an intuitive, all in one authoring tool for
creating engaging elearning content, and ispringlearn is an
(01:49):
innovative online training platform for onboarding,
upskilling, and certifying your teams.
We also provide tons of free resources for aspiring and
experienced e-learning professionals, conduct weekly
webinars with top industry experts, and organize annual
e-learning conferences, challenges, and championships.
(02:09):
We'd be happy to get to know youand pick a solution that fits
your needs best. Go to www.icepringsolutions.com
to learn more about us, downloadour resources, and connect.
Hello everyone and welcome to another fantastic episode of add
up LND. My name is Holly Owens and I'm
(02:32):
your host, and I'm really excited because Kim Scott is
here today and we've talked via LinkedIn quite a bit.
Never face to face synchronously, you know, in real
life, whatever you call it. So Kim, I'm so glad you finally
got and came on the show. Welcome in for.
Loving me. Thank you for having me yes,
it's it's always great when you make these like called Internet
(02:55):
experience and then you get to link them actually out of
session. It's like, oh, I can talk to
you. It's real.
It's real. You're a real person.
You're real. You're a real human.
Well, Kim, you know, I know someabout you from stalking your
LinkedIn profile and the different things that you've
been doing over the years. So why don't you tell us a
little bit about you, what you've done in the past, what
(03:17):
you're currently doing, You know, how, how are things in the
L&D space going for you? All right.
I actually started in teaching and I moved into L&D like a lot
of people. What's different about me is I
did it before the movement. So I tell me too.
So I called the movement about 2020 during the pandemic and
(03:40):
everybody went home. And then there was this big
teacher transition and people were like, I want to do remote
work or so there was this big transition of or movements
because people had already already been transitioning, as
you see, you know, I have, but there was this big movement.
So I moved almost 10 years, not quite 10 years before that
(04:00):
movement. And before there were academies
and all that sort of thing. And I moved into a tech first,
which is sort of like a cousin to instructional design, but
it's still in that space. I mean, I'm sorry, LD space.
And then I moved on into formal instructional design and then in
2021 my business started itself.Yes, it literally started itself
(04:25):
because I've been thinking aboutit for years.
My mother had been telling me toA businesswoman is a child, and
of course, who listens to their mother until they're.
Actually an adult that's. Right.
And my business started itself and so then I realized it would
be a thing. And that's when K Scott Learning
Consultants was born. And so for the last 4 1/2 years
(04:50):
it's been I'm an instruction with Zoner, but I'm also a
business owner. And then recently I went through
another surprise. I went for surprise career
change sort of into content marketing.
So I'm doing content, but it's for an LND company.
(05:10):
So I'm their in house LND expertand I'm doing content marketing
in addition to my business. So a fun little adventure.
Yeah, for sure. I love that.
You know, I, I was just, I've done marketing with Yellow Dig
and it's really like interestingto see like some of the skills
that translate over into the marketing.
(05:32):
And I think it's great that you're in the LND space during
that because then you can like you can speak the language, you
can simplify the language. You you understand completely
how to market to the audience that it's intended to be
marketed to. And they love to pick my brain
or you know, so Kim, you're the in house expert or Kim, you know
these people, what do they like?Where are they bad?
(05:54):
So I still, it's not like I'm completely doing content
marketing. I am, but I still have to use
the expertise and I still have to stay relevant.
I still have to network. I still have to know what
everybody's doing in the field. And you never know when they
will switch me back to an actualinstructional designer or on
(06:15):
pieces of projects. So I got a they used to say on
SWOT, the TV show SWOT stay liquid.
So I have to stay in liquid. Understood.
So you and I are both transitionteachers.
We both did it before it was thecool thing to do.
I want to know a little bit moreabout that process for you.
(06:38):
What was that like? Because I don't think people who
are transitioning now really understand that there was
nothing available to support us in that transition.
But really ourselves, the community wasn't necessarily
there. It was there, but it wasn't.
It was like very sporadic different things.
I don't even remember like an L&D community or even being on
(07:00):
LinkedIn at that point. So tell us a little bit about
that transition and what are some of the things that you did
at that time to help you in yourtransition?
I think you're maybe one of the first people that really asked
me that question. So thank you first of all for
asking because I've been thinking about, you know, we
(07:21):
have these ID influencers now you're kind of one of them
because people. Yeah, kind of great.
And so there people tell their story or people tell people how
to change, but there's there's usually nobody talking about it
before you know that time. So I'm going to talk to you like
I talked to teenagers in my life.
I have a teenager, I have a lot of nieces and nephews and they
(07:44):
love to tell me back in the 1900s when you were born.
That's really insulting. I know.
So, you know, they say back in your day, did they have this and
did they doing the civil rights movement?
I wasn't alive doing the civil rights.
We're the late 1900s people get it, get it right.
(08:06):
Yeah, I'm going to talk to our audience about imagine the time.
It's story time. People listen up.
Imagine before there was LND Academy, there were no Academy.
There is no Tim Slade, no Devin Peck, no, you know all these
other instructional design academies out there.
(08:29):
I don't think there were really.There were very few of any
bachelor's degree in instructional design.
There's still not a ton, but there were, we know and very few
master's or doctorate degrees inthat field.
So there was like not a lot of training really had those few
higher Ed programs, were it not a ton of them were online.
(08:54):
There were no ID communities. LinkedIn was still in this
infancy stage. You know, it wasn't a thing and
it was around, but it wasn't what it was today and it wasn't
popular. Facebook groups did not exist.
So there was a time when there were some of us who were
teaching in that era. Social media was around.
But like I said, it was still evolving lengthy and hadn't
(09:15):
become the place to be for business or professionals to,
you know, advance their career or become influencers there.
Influencers were just really becoming a thing.
And I was a history teacher. And I remember a student coming
to me and saying, Miss Scott, itwas the first day of school,
(09:36):
right? Understand.
Never met this child. She walked up to me and said,
Miss Scott, I'm in your class and I'm going to tell you right
now. I heard good things about you
and I'm gonna like you. I'm going to tell you right now.
I'm gonna like your class. And I looked at it and I said,
baby, it's the first day of school.
How do you know you're not goingto like?
Right, right, Yesterday I'm. Bored and it's just about dates
(09:57):
and dead people. And I said, oh, really?
And she said, yeah, so that's gonna be boring.
I said, well, how about this? I can't tell you what you really
won't like, but let me ask you this.
Give me give me a week. Give me a week in my class
before you make and and make your own judgment.
She just said OK. And she never thought a lot
about it. But that kind of inspired me.
(10:20):
Most of us, not all. But if you think back to a lot
of your history teachers you hadthat, you know, coach who really
just want to coach football, buthe had to teach.
So he or he taught best for me. He want to coach basketball.
So he'd be like, well. I was a social studies teacher
too, Kim. I taught.
Government. Yeah, I taught government and
(10:42):
coach field hockey. I didn't do basketball.
You had some of them that wantedto coach, but they had to teach
and that was the area that they were more familiar with.
And I could say read these questions and say, and then on
the other hand, you had these teachers that loved history and
were very passionate about them,but they wanted to lecture.
(11:03):
And that's not the best method for a bunch of 17 year olds who
thinking about the next day and trying to get a car and
everything else. So I realized early on the ways
that I was taught was not going to work.
And that what I tell people is kind of like my pre launch into
instructional design. I realized all they will give me
(11:23):
a lot of times with some textbooks and say go forth and
prosper, but there was nothing really out there.
There weren't a lot of worksheets there or or even if
they did, that was it. That was a worksheet.
There weren't games. There were websites.
There is none of this stuff. Gamification.
No. For U.S. history, and U.S.
history is the one social study subject that university is state
(11:46):
tested. You know, it's state tested in
almost every state within our youth.
But even for that, there's just not a lot of resources and
there's definitely not a lot of fun stuff.
And then out here, students tellme, oh, I loved, you know what
we learned about our English class and we learned about the
original 13 college. Excuse me, hello.
That is so I quickly realized that, you know, dangle work and
(12:13):
I also taught in some very urbanareas.
I purposely chose that because Iwanted that population of
students because they need good teachers the most.
And so I was like, I've got to after like my first year, I was
like, I cannot repeat my first year of teaching.
I've got to figure this out. So I started like creating my
(12:33):
own activities and creating my own stuff.
Or sometimes I would go out there and find activities.
The other teachers hadn't combined them with my ideas or
said, you know what this is? This gang is really popular.
How can I turn this into a gang in my classroom?
Well, it's time I pre launch into what I didn't know was
instructional design. So after doing that for a while
(12:53):
and being like the techie teacher, I got a job in my
district doing in tech. So we had a merger here where
two districts merged and they opened up all their central
office positions. And some of my best, I guess,
situations in life, people either force me into them or
(13:13):
kind of push me into them. This was 1.
I had people texting me, hey, I saw this air tech animus
position you. I think you should apply.
Girl, did you see this? This sounds just like you.
And after a couple of those messages, I was like, OK, Kim,
trying to look at this. And so at the time, you know, I
had a teaching job. So I said, let me throw some at
the ball and see what sticks. I got a job.
(13:34):
If I apply for this and I don't get it, just go back to teaching
that was already doing so I applied and I got the job here's
and I guess that was a long way for me answering your question
here's. How I, I need the context and
the audience loves the context. So The thing is, is that one of
the things they love is like howteaching is related to
(13:56):
instructional design, a lot of the transitioning teachers.
So you're giving us that contextand then how you got to the role
at the at the board at the district level?
There you go. And also how I was kind of
tapping into what I found myselfto be good at, you know, and
that's better I would want your audience to do.
People sometimes feel like that's somebody, that's
(14:19):
something somebody told me to do.
Well, that's the only thing I can do with a teaching degree.
No, instructional design might not be for you.
It may be tech, it may be accounting, but figure out what
you see yourself growing with and you're good at and see if
you can explore that area. And for me, like I said, I
couldn't do dates and dead people for these kids.
(14:39):
It's not it's not I'm just goingto keep it real for you for wait
a minute. It's not going to happen in the
hood. You know, you know, I've always
taught in very urban areas, areas, you know, where people
didn't want to teach. And I wanted to teach that I
wanted to teach for those students.
But here's how I kind of did that transition, but after the
academies without a college degree, without influencers to
(15:03):
follow YouTube videos in the event.
One thing that I did was, like Isaid, first thing I didn't know
I was kind of doing looking at my skill set and see what do I
have and what does that transition to now it seems like
my friends kind of did that for me.
These were teachers, by the way,your people worked at the
district. They saw what I was good at.
(15:24):
They saw what they came to me about and when they saw
positions, they kind of told me about him.
I was already kind of looking but when I started getting all
these text messages I was like OK this must be something I need
to look. At you need to pay attention.
One key thing that I think people can do, because I think
I'm fortunate. Especially for teachers.
(15:45):
But even in other field but willing for teachers, you're,
you don't get pay raises as a teacher.
The only way you can really get more money as you get more
degrees. And if you get a degree that
most, not all automatically put you on a higher pay scale and
you constantly decline. And I think too often teachers
feel like, oh, well, if I just get another degree, I can
(16:07):
automatically get into instructional designer.
That's going to mean something to them.
Not necessary, especially these days when there's a lot of
competition. I'm not saying there's anything
wrong with the degree, but don'tthink that's it you're automatic
ticketing because unfortunately it.
Is great advice. Not anymore, it's not.
(16:27):
Well, and I've seen, you know, and no, no shame to these
people. I, I, I'm personally know
somebody and it's happened to multiple people.
They went and got a doctorate degree in instructional design
and turn on me for advice on howto get in the field and what I'm
doing every day. I do not have a doctor.
I have a master's degree, but it's not even an instruction,
(16:49):
right? So one of the things I did was
that looked at what transferableskills, I guess is point number
one, what transferable skills doI have?
So what am I naturally good at? What do people come to me about?
What do people constantly ask meabout what do I feel like?
What do I feel good doing without realizing I'm doing?
(17:09):
So that's one thing. And like I said, I became that
techie teacher. People were like, well how do
you add this video to a PowerPoint?
Do this with a flash drive. I'm showing my age now.
Yeah, Nope. I kind of took the same path as
you. I was the Ed tech person.
I did a grant with the state of Maryland where I taught in the
urban area like you did, and I got a set of clickers and a
(17:32):
smart board in my room and that eventually led to me doing
trainings at the the Board of Education.
Because then everybody's like, what?
Are you? Doing and I, I had to I had to
make some people, some believers, you know, but first
was the transferable skills. And then I looked at the two and
said, what do I have or what have I already been doing to
(17:56):
translate? Now, here's what I think some
people get a little in their feelings about.
They look at what they've done and say I'm not doing anything
for that field I want to get into.
That's OK, You didn't know aboutit.
Hey, I didn't even know it was the thing.
I just had been doing it. What I haven't confessed is if
you found that field that's for you, that has those skills that
(18:18):
you have that you feel like you love and this is what you want.
If you haven't been doing thingsthat are transferable, start
doing them today. Find little ways to do them, you
know, within your classroom. Now, like you said, I was
already already using the clickers and then I had some
teachers come to me saying how do you do this?
How do you do that? Or anytime they had some new
(18:38):
check or I found it in the library.
Can I get this? I wasn't ashamed to ask for some
because what, you're going to tell me no, OK, I'm where I was
anyway, so why do you do that? Can I do this?
You know, I took opportunities where they were.
We're always paying, but I took opportunities when they were
asking for social studies curriculum to be redesigned
(18:59):
within the school district. I took that opportunity.
I didn't know until later it wasgoing to be paid.
I was doing it because it neededto be done.
But those were great resume buildings.
So when I talked this tech position, guess what I talked
about? I talked about how I redesigned
that curriculum. I talked about hiding these
clickers in the classroom. See, I, I, I showed them I was
(19:20):
more than just some high school history teacher, so I was all.
So I guess that's advice #2 do the things now that you want to
do in the future. And it doesn't have to be OK.
You want to be an e-learning developer.
You don't have to create an hourlong e-learning session.
We'll start playing. Maybe start with one slide or
maybe start with an interactive that you have and you just test
(19:42):
it out with your students because you know your students
will let you know if it's good or bad.
And then if you find yourself being really good at some and
other teachers that ask you about it, can you create a 2
minute rise course? You know, just small pieces or
things. Also, like I said, carefully
consider what you're already doing.
I was doing those things and didn't know even before I knew
(20:05):
there was a job. Excuse me.
So make sure you're doing the things that you want to do
slowly and and surely, you know,start to do that network.
I didn't know what network was as a teacher.
And I'll be honest, even after Ileft teaching, I didn't know a
ton about it. And I really got to know it
(20:27):
around the time of the pandemic when I started my business.
And it has influenced my careersin ways I didn't know it.
Here's how I was doing it as a teacher when I took that job
writing social studies curriculum, I got to know our
social studies lead for the district, and I got to know some
other teachers. They.
Had you? You're making those connections.
You're like, I need to know these people, who they are.
(20:47):
These are the people that are making the decisions that impact
you anyway, so you might as wellknow them.
We just got to know each other and we would, you know, share
ideas and stuff for what happened as when those people
saw those positions open, who did they start talking to me?
They started telling me, go up Clyde, you get that.
And you know, those people are also valuable.
(21:08):
Now this is something I did after that transition.
But talk to those teachers that know you or even in your
personal life, if there are family members that come to you
a lot about planning events or anything, start asking those
people, you know, what are things that you feel like you
can come to me and ask me a great advice about?
What are things that you feel like I'm really good at?
(21:28):
Because sometimes those answers will surprise you.
I didn't think I was good at tech who don't know how to
format a flash drive, who doesn't know how to get a video
on the platform? Apparently a lot of people
don't. Yeah, I mean, even now, even
nowadays that that stuff is still sometimes people don't
know how to do this things. Not so much flash drives
anymore. Might be.
(21:48):
Exactly. It might be external hard drives
or something. Yeah, the cloud stuff.
But that was the thing, people were coming, but they eventually
it helped me realize that that was something I was good at and
that helped me look into my nextstep.
So utilize your network. Don't have a network.
(22:08):
Start building. That doesn't mean it has to be
the teachers in your building. Sometimes teachers in your
building are mean, or they aren't, or sometimes they're
just. They just don't have.
Time yeah or they might just be trying to do that 30 years and
get out. They're not trying to advance.
That's OK. They don't have to be at your
school. And here's the beauty about
today that you and I didn't get high.
(22:29):
They're in permit work out there.
They're Facebook groups for everything I keep.
I started a Facebook. I've started a couple.
So I continuously tell people you know, sign your network and
online is a great way to find them.
Sometimes you can find them in person and if you don't see the
network, you won't create it. Facebook groups are free.
You do not you do not need a bachelor's degree in five years
(22:52):
experience to start a Facebook group for tech your teachers.
You can go find one and you can go create 1.
So make sure you do that. So I really utilize those
transferable skills and I started saving evidence.
OK, you know, people today like to say, you know, I got receipts
and somebody say, oh, you didn'tdo something Now baby, I got
receipts. I got the emails, I got the text
(23:14):
messages to do the same thing inyour career, same receipts like
you save and text messages on myboyfriend.
I'm just going to go ahead. My girlfriend, Little whoever.
Yeah, yeah. Yeah.
Definitely. That becomes your portfolio.
That's your portfolio. There it is.
It becomes your portfolio, but it also becomes your evidence
(23:36):
because and that's something I'mworking on doing more content
creation myself because in theseconversations, people say, oh,
this was so valuable, Kim, you need to share how you did that.
I really do because I have all this stuff in my brain, right?
Help people and I never know until two people help me.
Save your data. If the state wants to, you know,
(23:56):
or your district wants to do these evaluations and you get
good evaluations, that's good feedback to put in a portfolio
or to use in a job interview. Use, you know, the state test
scores, whatever data you have access to, you know, be careful
of verbal, you know, and use thestudent names.
But nothing is to say you can't say 92% of my students passed
(24:17):
the state. So in the course, yeah, exactly.
I've been able to deliver PD to 250 teachers district wide.
These are things I was talking about.
I was doing little things in school.
I remember we had APD professional development at my
school and they started asking teachers who can present on
(24:37):
something. I volunteered.
These are those opportunities. If there's not an opportunity,
you know, maybe see if that's something you're a professional
learning soldier, your vice principal or assistant principal
may be interested in somebody doing.
But I took those opportunities as a hand.
I used transferable skills. My network was looking out for
(24:57):
me even when I didn't realize it.
And so therefore, when I walked into that, you know, interview
because there were other other people interviewing for that
job, including people who have already done that job for years.
And some of them did not, you know, get it.
But I was able to show I wasn't just another teacher looking to
get out the classroom. And I think another thing I was
(25:19):
subliminally doing, I didn't andI'm all this is kind of touchy.
I didn't wait till I was this. I think a lot of teachers, I
hear them. I'm so frustrated with the
classroom tired. I want to leave.
You got to realize why you're leaving.
If you want a different career or like me, I had different
skill sets and I want to try some and I ain't allowed when
(25:40):
you know, I was excited about more money, you know?
That's for that's real talk. Real talk, but I have people who
say I want to leave because I got a micromanaging boss.
I'm sorry to tell you, you can go to corporate America and you
can find millions of micromanaging bosses.
So that's not necessarily changing careers isn't going to
(26:01):
solve the problem of a micromanaging boss or something
else. But if you, you know, realize
you'd rather work with adults than students, then the career
change might be for you. So that was another thing is I
feel like I was leaving for the right reasons.
I wasn't leaning to escape something just to end up in a
situation where I was in the same thing.
(26:21):
I had gifts that could literallyhelp adults and adults were
coming to me for and with leaving the classroom, going to
the district, I was able to share that with even more adults
than those that were just in my school or in my network.
And then from there, I just usedthat same thing.
I went to Ed tech and higher Ed.I was able to show them, oh,
(26:41):
look at this newsletter I did for my teachers across my school
district. Oh, look at this website I had
where they could go and they could schedule sessions with me.
And then I did group sessions with them to show them tools and
I did cook. Well, this was well then I
called it Co teaching, but it wasn't the Co teaching that they
have an education that would go on and teach students in a
(27:05):
classroom for a teacher how to use a tool, like maybe how to
make a cartoon strip on the scientific process.
But the science teacher was in there and while I was teaching
the students the technology, shewas watching me in action.
And then the next planet she would teach both for content and
and I was there to support her until she was comfortable and
then I would leave. So I was able to show that and
(27:26):
now I climbed up in the higher end doing it.
Then I went into instructional design and Fortune 500 company
because I was able to show them looking higher end.
I worked with professors and I worked with admin and I worked
with the president, and this is how I was training adults on how
to do XY and Z. And, you know, so use your
(27:47):
transferable skills, use your experience, have some receipts,
some evidence. And if you don't have those
things, work on them now in small ways.
So sorry, yeah. No, you give a lot of great
advice. I mean, we're coming up on the
end of the episode, but I'm super inspired by your story.
Mine is a very, very similar path.
(28:08):
And the fact that you were able to identify early on that you
have a different set of skills that can be applicable
elsewhere, where a perk of that is making more money and helping
more people across the district and then getting the higher end
and helping even more people andthen going to a Fortune 500
company. You just continuing to grow as
you're matriculating through throughout these positions.
(28:29):
So it's really inspirational to hear what you've done.
You give advice from transferable skills, documenting
things that you've done, you know, making sure you network
with people. I think all these things that
you're saying are so important for transitioning teachers.
They have a lot of things they have to deal with coming out of
(28:49):
the classroom. So Kim, where can people find
you and work with you? Tell us where to find you.
You can definitely find me on mybusiness website that is K
Scott, just like short for Kim Scott, K Scott learning.com.
That is my business website where I do instructional design,
LMS administration and also learning concierge services.
(29:12):
So those are services related tolearning like content marketing
for courses and things of that nature.
You can also find me on LinkedIn.
The last part of my URL is Kimberly Scott O 5 or Kimberly
Scott 0. Five.
I'm definitely going to put it on the show notes.
You can do, I mean there I'm networking there, posting and
(29:35):
sharing that plan on doing a whole lot more of that.
I'm actually on Facebook also, I'm in several groups on
Facebook. I love to network.
I'm actually working on a list of all the places I network in
L&D, like literally go to sessions and talk to people and
share my value and get value. I'm working on a list of that
(29:57):
and other places that I'm looking to network.
You know, I may have heard about, but I haven't done it
now. So you can definitely find me
with some of those events. And yeah.
That's that's great. I mean this is a definitely
teacher focused episode where both transition teachers.
You gave great advice while all intertwining your story.
So the audience has tons of takeaways from this episode.
(30:19):
I really appreciate you coming on the show and sharing your
experience and your time. Thank you so much for having me.
Thanks for spending a few minutes with Holly.
She knows your podcast queue is packed.
If today's episode sparked an idea or gave you that extra
nudge of confidence, tap, followor subscribe in your favorite
app so you never miss an episodeof Ed Up L&D.
(30:43):
Dropping a quick rating or review helps more educators and
learning pros discover the show,too.
Want to keep the conversation going?
Connect with Holly on LinkedIn and share your biggest take
away. She reads every message.
Until next time, keep learning, keep leading, and keep believing
in your own story. Talk soon.
Hi, we're Ice Spring, an international team of e-learning
(31:05):
enthusiasts who help more than 60,000 clients across the globe
succeed with better online learning.
Our two flagship solutions are Ice Spring Suite and Ice Spring
Learn LMS. Ice Spring Suite is an intuitive
all in We'd be happy to get to know you and pick a solution
(31:29):
that fits your needs best. Go to www.icepringsolutions.com
to learn more about us and connect.
Popular Podcasts
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
The Joe Rogan Experience
The official podcast of comedian Joe Rogan.
What Are We Even Doing? with Kyle MacLachlan
Join award-winning actor and social media madman Kyle MacLachlan on “What Are We Even Doing,” where he sits down with Millennial and Gen Z actors, musicians, artists, and content creators to share stories about the entertainment industry past, present, and future. Kyle and his guests will talk shop, compare notes on life, and generally be weird together. In a good way. Their conversations will resonate with listeners of any age whose interests lie in television & film, music, art, or pop culture.