The Learning Future Podcast with Louka Parry: Recent Episodes
The Learning Future
The world has never been changing more rapidly, dislocating the ways we work, learn and live. On The Learning Future Podcast we discuss the knowledge, skills and dispositions we all need for our learning future, exploring insights through interviews with world-class educators, researchers, policy makers, and leaders from across industries and across the world.
Hello team and welcome back to the Learning Future Podcast! It's been quite a while since our last release, but we're excited to bring you a special episode today. We’re taking a moment to reflect on the incredible journey of Season 7, aptly titled "Education Transformed," and offering a glimpse into the exciting content we have lined up for Season 8.
Season 7 Retrospective:
Season 7 was an extraordinary collaboration with the international think tank, Salzburg Global Seminar. As a multiple-time fellow, I’ve witnessed firsthand their efforts to bridge divides and foster leadership globally. We kicked off the season with Dominic Regester, Director of the Center for Education Transformation at Salzburg Global Seminar. Dominic set the stage for our discussions on transforming education, moving beyond merely improving the old model to creating something fundamentally new and impactful.
Throughout the season, we engaged with 20 remarkable educators, designers, innovators, and thought leaders. Highlights include:
Dr. Anantha Duraiappah from the Mahatma Gandhi Institute, who discussed the power of cognition and social-emotional learning.
John Goodwin and Chris Purifoy from the Learning Economy Foundation, who explored the concept of a learning economy and transferable credentials.
Gavin Dykes from the Education World Forum, who emphasized the importance of global collaboration in education.
Professor Frank Oberklaid, a pediatrician and public health expert, who spoke on centering child well-being in education systems.
Tom Vander Ark from Getting Smart, who shared insights on AI in education and the role of passion and purpose in learning.
We also had enlightening conversations with educators like Franco Mosso from Enseña Perú, who dreams of a nation of young changemakers, and Romana Shaikh, who underscored the need for self-transformation for systemic change.
Our discussions touched on various themes, from humanizing technology in education to fostering curiosity and resilience. The season concluded with profound reflections from Professor Stephanie Jones from Harvard's EASEL Lab and Olli-Pekka Heinonen, Director General of the International Baccalaureate.
Season 8 Preview:
As we look forward to Season 8, I'm thrilled to share that we have already recorded eight episodes featuring some of the world’s most insightful educators and thinkers.
Rebecca Winthrop from the Brookings Institution will discuss agency and relationships in student engagement.
Charles Fadel, author of "Education for the Age of AI," will delve into the implications of AI on learning.
Mette Miriam Boell from MIT will share insights on building compassionate, living system-based educational models.
We also have an exciting series featuring colleagues from the Stanford D School, who will present innovative approaches to creative education.
Closing:
Thank you so much for joining us on this journey. Your support and engagement are what make this podcast possible. If you have any suggestions or want to share your thoughts, reach out to us at hello@thelearningfuture.com or connect with us on LinkedIn at Louka Parry or The Learning Future. We’d love to hear from you and learn about your work as an educator, innovator, or leader.
Until next time, thanks for listening and stay tuned for an incredible Season 8!
Stay connected with us for updates and new episodes. Subscribe to the Learning Future Podcast on your favorite platform, and don’t forget to leave a review. Your feedback helps us grow and bring you the best content in education transformation.
In an environment of rapid academic and technological achievement; what are the potential long-term impacts on individual well-being and societal development should social-emotional learning no be effectively incorporated into our educational systems? What can we do to balance and serve broad diverse requirements of young learners?
Ryder Delaloye is the Associate Director for SEE Learning® (Social, Emotional, and Ethical Learning) Program at the Center for Contemplative Science and Compassion-based Ethics which is located within Emory University. He is a practitioner of education and learning, his experience as a teacher and administrator spans from 2nd grade through graduate school. He has taught in public and private schools and universities both domestically and internationally. Prior to his role as the Associate Director of SEE Learning, his research and school engagement focused on whole school and district transformation, district leadership, social studies education, sustainability education, civic education, and teacher and administrator social emotional learning. Ryder believes that education is a vehicle for interpersonal growth and societal change. He is grounded by his wife and children; with whom he loves to play and go on adventures in the mountains. He received his Doctorate in Curriculum and Instruction from the University of Montana.
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
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Transcript available at thelearningfuture.com
How do you safely define 'peak humanity' and what would you consider its main characteristics?
What ingredients make the education, reasoning, rationality, and creativity for an era of fulfilment for humanity; particularly when faced with dramatic and powerful tools such as AI?
Dylan Wiliam is one of the best known educationalists in the world. He’s dedicated his entire career to understanding how to ensure learner outcomes are achieved, especially through the study of formative assessment. Dylan is currently Emeritus Professor of Educational Assessment at the Institute of Education, University of London. He was previously Deputy Director of the Institute, and has held posts at King's College London and Princeton University. He earned his PhD from the University of London in 1993.
We highly recommend one of his recent and many publications about preparing for AI: https://edarxiv.org/372vr/
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
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Transcript available at thelearningfuture.com
How does one become the realisation that much of what might be learned over 15 years of schooling was mostly meaningless influence over a person's life trajectory? How might free and untethered gaps help one find personal growth, resilience, and navigation in their life?
Sal Gordon dives into the details of his Peaceful Pirate Principle.
After Sal's schooling, he quickly realised that most of what he had learned in over 15 years of formal education seemed meaningless. In a way, Sal felt that school had impeded his true education. What was meant to be a gap-year transformed into a gap decade, during which Sal travelled and worked around the world, picking up new languages, customs, and cultures. He took on an array of jobs and enhanced his life skills; from sales to office jobs, from authoring books to driving trucks, from tending bars and restaurants to managing warehouses, working in labs, and building houses. It seemed there was no job Sal hadn't tried – constantly adapting to new environments, building resilience, and nurturing his love for people, learning, and our beautiful planet. Amongst all his roles, Sal's favourite was sailing boats – an experience that profoundly changed his life. He discovered an undeniable, sacred bond between the water, the wind, and a boat. Sal soon recognised that the treasures he once sought weren't just material, like gold or gems. Instead, the real treasures were all around — the breathtaking natural environment, remarkable humans, innate creativity, life's challenges, and love. These became the most valuable to him. Sal believed his true vocation lay in teaching and learning. After all, that had been the essence of his life's journey. He was confident that, as a Peaceful Pirate Principal, he could guide others to discover their real treasures.
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
Transcript available at www.thelearningfuture.com
What conditions in our current learning systems may be hindering our young people's ability to thrive, and how might we address these barriers to foster better learning environments?
See some of Cathrine’s projects at www.trustforlearning.org and her nature-based learning report published in April 2023, found here.
This conversation features a longing to expand into capabilities that make us really human and help us in the new reality of the marketplace, for example, to be problem solvers, risk takers, collaborative, critical thinkers, all important skills of adaption.
As an educator with over 30 years of experience in the field of early care and education, Cathrine Floyd PhD (pronounced “Katrina”- it’s Norwegian) brings her experience in quality improvement, programming, policy studies and education finance to Trust for Learning and our partners. Cathrine holds a Master’s Degree in Early Childhood Education and Special Education from the University of Colorado at Denver and a doctorate from the University of Denver in Educational Leadership and Policy Studies. Her passion for social justice and equity building guides her work to create systems change and positive outcomes for children and families, particularly those from historically underserved populations. Cathrine is a coalition builder with experience in state and federal systems, public and charter school districts, non- and for-profit community organizations and family child care. Her joy in learning and hearing different perspectives enables her to authentically partner and support all voices in collaboration. When not engaging in her work in early childhood, Cathrine enjoys spending time with her family and travelling.
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
Transcript available at www.thelearningfuture.com
Are we truly promoting self-control or just compliance to adult demands? How can we engage students in deep, effortless, and meaningful learning experiences?
Stephanie M. Jones is the Gerald S. Lesser Professor in Child Development and Education and Director of the EASEL Lab at the Harvard Graduate School of Education.
Her research, anchored in prevention science, focuses on the effects of poverty and exposure to violence on social, emotional, and behavioral development from early childhood through early adolescence. Over the past fifteen years, her work has centered on evaluation research addressing the impact of preschool- and elementary-level social-emotional learning interventions on behavioral and academic outcomes and classroom practices, as well as new curriculum development, implementation, and testing. Stephanie is also co-Director (with Nonie Lesaux) of the Saul Zaentz Early Education Initiative and Co-PI of the Early Learning Study at Harvard (ELS@H).
She serves on numerous national advisory boards and expert consultant groups related to social-emotional development, early childhood education, and child and family anti-poverty policies, including recently as a member of the Council of Distinguished Scientists for the Aspen National Commission on Social, Emotional, and Academic Development. Her research is published in academic and educational journals as well as in trade publications, and she regularly presents her work to national academic and practitioner audiences. Jones holds a Ph.D. from Yale University and a B.A. from Barnard College.
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
Transcript available at www.thelearningfuture.com
How might a background in politics, including as Minister of Education, shape an approach to public education?
What significant initiatives or reforms from Government might spearhead successful and positive education reform in the public sector?
Mr Olli-Pekka Heinonen became the 8th Director General of the International Baccalaureate Organization on 1 May 2021. Prior to joining the IB, Mr Heinonen was Director General of the Finnish National Agency for Education where he worked from January 2017. Mr Heinonen had an active career in politics in Finland between 1994 and 2002: he was Minister of Education and Science from 1994-1999; Minister of Transport and Communication from 1999-2002 and a Member of Parliament from 1995-2002. From 2002 to 2012, Mr Heinonen was Director of Yle, the Finnish national public broadcasting company, before joining the Finnish Prime Minister’s Office in March 2012 as State Secretary, responsible for organizing and leading the office. He has also been responsible, as State Secretary, for the portfolios of the Ministry of Education and Culture, the Ministry of Internal Affairs, the Ministry of Foreign Trade and Development and then as State Secretary at the Ministry of Finance of Finland.
Mr Heinonen holds a Master of Laws from the University of Helsinki in Finland and has been awarded honorary doctorates by both the University of Jyväskylä and the University of Turku in Finland.
He is married and has three children.
Transcript available at thelearningfuture.com
Have you ever considered how curiosity is a powerful state of mind and being? What feel-good trends are there in modern humanity?
Jigyasa says her name means curiosity, and in this conversation, she doesn't shy away from delving into deep explorations of creativity, holism, beautiful futures, and even meeting our dreams. These two deep-thinking changemakers share their insights, free of inhibitions, and encourage listeners to embrace their own curiosity to change the world for the better.
Jigyasa Labroo is the Co-Founder and CEO of Slam Out Loud (SOL), where she leads program development, fundraising, and partnerships. SOL uses the transformative power of visual and performing arts like theatre, poetry, and storytelling to build Socio-Emotional Learning skills in children from underserved backgrounds. Slam Out Loud collaborates with state governments and teaching artists, currently working with children across five states in India through their in-person programs, building Creative Confidence in them to find their voice. Organisations across 19 countries have used their online open-source curriculum with a cumulative reach of 10 million children. Jigyasa studied Learning Design as a KC Mahindra scholar at Harvard Graduate School of Education and is one of the winners of Falling Walls, Berlin. She is also on the Forbes 30 Under 30 Asia list and was most recently awarded Innovator of the Year 2023 by HundrED, Finland. Jigyasa has been a fellow at Salzburg Global Seminar, WISE- Qatar, Arts for Good- Singapore, and Teach For India. She believes in the power of finding one’s voice and engages with music, travel, and coaching to evolve hers constantly.
Dido Balla Speaker, Educator, and Entrepreneur, Dido is currently the Head of Education for the Goldie Hawn Foundation, where his focus is to maximize the impact of MindUP in schools, communities, and families. He is on a mission to make the world a happier, healthier, and more fulfilled place. of Education for MindUp. Dido graduated with a Master’s of Science in Secondary Education from the Johns Hopkins University School of Education. Dido has seven years of experience as a High School teacher, and he is also the founder of a non-profit organization called FitLit, whose mission is to use a blended curriculum of fitness and literacy to empower youth.
As an experienced brain trainer, Dido has positively impacted thousands of parents, educators as well as students in the areas of emotional intelligence, mindful awareness, and positive psychology. His work has expanded across the 10 countries.
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Slam Out Loud, Education
https://slamoutloud.com/
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
Transcription available at thelearningfuture.com
How can a basic understanding of neuroscience empower children to take control of their reactions and behaviors? How can schools cultivate conditions that promote flow in their students and why is this important for optimal learning and fulfillment?
This conversation is a goosebump inducer, an optimistic and can-do showcase of the practicality of practices that can promote flow - high-level performance and deep learning.
Dido Balla Speaker, Educator, and Entrepreneur, Dido is currently the Head of Education for the Goldie Hawn Foundation, where his focus is to maximize the impact of MindUP in schools, communities, and families. He is on a mission to make the world a happier, healthier, and more fulfilled place. of Education for MindUp. Dido graduated with a Master’s of Science in Secondary Education from the Johns Hopkins University School of Education. Dido has seven years of experience as a High School teacher, and he is also the founder of a non-profit organization called FitLit, whose mission is to use a blended curriculum of fitness and literacy to empower youth.
As an experienced brain trainer, Dido has positively impacted thousands of parents, educators as well as students in the areas of emotional intelligence, mindful awareness, and positive psychology. His work has expanded across the 10 countries.
In this episode of the Learning Future podcast, hosts Louka and Dido explore the concept of flow and its impact on health, well-being, performance, achievement, and growth. They discuss the importance of long-term fitness rather than short-term gains, the profound experiences of flow, and the collective nature of this state. Join them as they delve into the depths of flow and share insights on how to cultivate it in everyday life. With inspiring conversations and a focus on honoring the learning journey, this podcast episode is a valuable resource for anyone seeking to tap into their own flow experiences.
Educator, Speaker, Entrepreneur
https://www.didoballa.com/
FitLit Chief Vision Officer
https://www.fitlitters.com/
Kindness Matters 365 Board Member
https://kindnessmatters365.org/
Transcripts available at www.thelearningfuture.com
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
What are the ingredients, components and other big Cs for human flourishing? What tools are available and what are unneeded to achieve our visions?
Alex sets out clear and enactable frameworks and approaches to achieve our visions and ultimately create systems in our work and life geared for human flourishing.
Alex Battison is Senior Deputy Head at Lord Wandsworth College in Hampshire, UK. Previous to that, he was on the SLT at Wells Cathedral school in Somerset and taught at Hurstpierpoint College in West Sussex, holding a variety of different roles.
He is Chair of Educational Futures at Harvard’s Human Flourishing Programme and in May 2022 he was one of 51 individuals convened to discuss the future of education at Salzburg Global Seminar in Austria, with the work produced then being published at the UN Conference for Transforming Education in New York last September. He is a Salzburg Global and RSA fellow, has a Masters in Learning and Teaching from Oxford, and is currently in the last year of a Doctorate in Leadership, Learning and Policy from Bristol University.
Outside of school, Alex is routinely engaged in exploring and collaborating for educational transformation around the world, following his dream of co-creating the future of education.
Alex is also involved in two international working groups that are collaborating to affect systemic change; one that has a focus on supporting school leaders in the UK, and the other investigating inter-generational leadership and methods of co-construction as pathways for greater societal flourishing. Alex consults in other industries where he mentors for both the Premier League and Reluctantly Brave in the areas of leadership and culture change, which exposes him to transformational leadership environments away from schools.
Transcripts available at www.thelearningfuture.com
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
Why do some students have such few hopes for the future where others do, when both have the same potentials and opportunities? What are some revolutionary, brave, and ingenious developments of technology design in education?
Lasse Leponiemi is a co-founder and executive director at HundrED, https://hundred.org/ a mission-driven organisation focusing on identifying, amplifying and implementing education innovations.
Lasse has been working with the youth education and career planning since 2003. In 2008, he founded an e-student counseling and marketing service whose clientele included everyone in Finland that was interested in university studies, reaching over 100.000 students monthly. When the company merged with the biggest prep-course provider in Finland in 2011 Lasse co-founded the NGO Mentors of Finland, which helps over 400 unemployed young people get a job every year. Since 2012 he has been working at HundrED developing educational concepts.
Find out more about Lasse at HundrED
Transcripts available at www.thelearningfuture.com
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
What does it mean to empower younger generations? Does it shift power away from others, or does it empower the whole?
The concept of sharing and building and renovating our spaces, co-designed intergenerationally, enables more broad outcomes and possibilities.
This episode features two guests and contributors to Salzburg Global Seminar, this seasons partner.
Elo·ise loves to connect ideas, people and places. In her work with the charity Big Change, a catalyst for long-term changes to how we support the next generation, she nurtures Global Alliances. In particular, the Big Education Conversation, which has evolved from a campaign in England to get the public talking about the purpose and future of education into a global invitation launched at the UN Transforming Education Summit. With intergenerational collaboration at its core, the initiative is currently being adopted, adapted and co-created by partners across 6 continents. Elo·ise is committed to the craft of holding space for system transformation, from the personal to the global. This ranges from work to raise awareness and build agency around the Sustainable Development Goals, in her previous role building the World's Largest Lesson and presently with Colombian Charity Worn-en, to her practice as a massage therapist and Circles facilitator with Space To Pause. At the moment, she is particularly curious about the power of listening and attunement.
Aliyah lrabor-York is the founder of Pupil Power, a nation wide movement based in the UK which empowers young people to develop their agency in order to reimagine the 21st century's Education system. Since starting her organisation at 16, her work has been awarded and recognised for advising global leaders/organisations on how to embed a genuine culture for youth voice. Currently she serves as the youngest board member for Lyfta Education, as well as an Associate Consultant at Big change. Her expertise include designing, aligning, and implementing collaborative and intergenerational campaigns and programs that transform practice in the Education system. Aliyah is currently studying Education, Policy and International Development at the University of Cambridge.
Transcripts available at www.thelearningfuture.com
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
What does it mean to recognise that education is more than an institution, but a state of being? What are some of the shifts of perspective required for positive systemic transformation?
People and their systems are in symbiosis, the relationship between personal and systemic transformations is an inseperable one.
Romana Shaikh is the Chief Program Officer at Kizazi, a global non-profit that seeks to catalyze innovation in the design of school models to enable all children to thrive. She has deep experience working across India, West Africa and Armenia with local teams to transform public education to so education is contextually responsive, restorative of culture and identity & relevant to the needs of young people and their communities.
Romana practices Presence Oriented Psychotherapy with individuals and groups and is currently involved in collaborative and peace building efforts in India. Through her work, Romana is studying the relationship between personal transformation and systemic transformation. She is a faculty member for Comprehensive Sexuality Education, Presence Oriented Psychotherapy.
A Salzburg Global Seminar Fellow and an alumnus of Teach For India. Previously, she has been the Director of Training & Impact for Teach For India & a consultant to TFIx, TFAll and various other NGOs in rural & urban India.
Romana loves tending to plants, practicing yoga and meditation and learning from various wisdom traditions. She enjoys learning about cultures and the diversity of life experiences people have through reading, traveling & being a part of communities.
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
ow do projects of Agency across broad ranges and portfolios across Peru impact upon the lives in the community?
Hear from a Peruvian expert in education about how a system has empowered hundreds of students into role models and doers of admirable public and community good.
Franco is CEO and co-founder at Enseña Peru.
https://ensenaperu.org/
Franco finds, connects and develops leaders to transform education together. His passion is student leadership. He holds a master’s degree in education from Harvard and studies in strategy also from Harvard. He is a TEDx Speaker and Salzburg Global Seminar Fellow.
He was a member of the Network Advisory Council of the global network Teach for all. He is also an author, publishing several chapters and articles in UNESCO, Diplomatic Courier, OECD, Teach for All, Harvard Latin Review, Global Education Initiative. In 2018 he was the recipient of the Leadership in Education award from Harvard, as well as the Faculty Tribute award from Harvard. His courses have become public policy in several regions in his country, scaling to thousands of teachers, especially promoting transformations such as student agency and personalized teaching in rural areas. He lives in Peru with his wife and daughter.
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This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/
Please check out the partner publication: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
Is there a way to prepare ourselves for complexities that don’t fit standardised approaches or formula? How complicated can pedagogy become before it’s unworkable, and what does it take to increase this threshold?
Transcripts available at https://www.thelearningfuture.com
This episode features The Learning Future’s Director of Leadership and Culture.
Dr Anne Knock is an educator, facilitator, and coach who enables profound shifts in strategy, leadership, culture and pedagogy through her wisdom.
Anne holds a PhD in Education from The Univeristy of Melbourne with a focus in complexity theory, revealing how to craft successful and sustainable practice and culture in innovative learning environments. She also routinely supports education leaders and architects to develop school masterplans and design briefs.
Commencing as a primary teacher, Anne has experience in community development, school system administration, and school-based innovation consultancy. At The Learning Future, Anne leads programs and projects to help educators, leaders and organisations step into the future through strategic design and learning experiences that optimistically chart a path ahead in our increasingly complex world. Anne also leads the executive coaching and learning tour aspects of The Learning Future, supporting schools and organisations to integrate the cutting edge of school design, philosophy and practice.
Is there a chance that in trying to innovate we risk inflating systems in a way that 'misses the mark'? How can we approach innovative and big ideas in a way that is mission focussed?
This conversation also features a careful speculations on the impact of OpenAI's ChatGPT and how learning innovators imagine and prepare for it's potential implications.
https://www.gettingsmart.com/
Transcript available at https://www.thelearingfuture.com.
In this sixth episode of Education Transformed, Louka speaks with Tom Vander Ark, a strong professional advocate for innovation in education but also a deep thinker about the potential consequences or failures of new systems.
Tom Vander Ark is an advocate for innovations in learning. As CEO of Getting Smart, he advises schools, districts, networks, foundations and learning organizations on the path forward. A prolific writer and speaker, Tom is author of Getting Smart, Smart Cities That Work for Everyone, Smart Parents, Better Together, The Power of Place and Difference Making at the Heart of Learning. and has published thousands of articles and papers. He writes regularly on GettingSmart.com, Forbes, and LinkedIn.
Previously he served as the first Executive Director of Education for the Bill & Melinda Gates Foundation. Tom served as a public school superintendent in Washington State and has extensive private sector experience. He serves on the board of Education Board Partners, 4.0 Schools, Digital Learning Institute, Latinx Education Collaborative, Mastery Transcript Consortium and eduInnovation. He is also an advisor to numerous schools and startups.
Check out this season’s partner publication: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
Is it possible that reframed early learning can empower otherwise disadvantaged young people? Is there an opportunity to re-define schools as community hubs and social squares? Do teachers need to be an expert in mental health in order to improve wellbeing?
In this fifth episode of Education Transformed, Louka speaks with Frank Oberklaid, a pioneer and inspiring spark for early education geared directly at the centres for child wellbeing, with demonstrable results.
Professor Frank Oberklaid is the Foundation Director of the Centre for Community Child Health at The Royal Children's Hospital – Melbourne [ https://www.rch.org.au/ccch/ ], Co-Group Leader of Child Health Policy, Equity and Translation at the Murdoch Childrens Research Institute and an Honorary Professor of Paediatrics at the University of Melbourne.
He is a highly regarded specialist paediatrician and brings a wealth of skills to his work and is an internationally recognised researcher, author, lecturer and consultant, and has written two books and over 200 scientific publications on various aspects of paediatrics.
Transcript available: https://www.thelearningfuture.com/the-learning-future-podcast/educationtransformed-6
Is education a globally recognised construct, or is it universal? What are the environments in which the best transformations occur and which regions have unique and interesting approaches?
In this Fourth episode of Education Transformed, Louka speaks with Gavin Dykes, a wealth of knowledge about the unique approaches to education globally with https://www.theewf.org/ .
Transcript available at: https://www.thelearningfuture.com/the-learning-future-podcast-about
Gavin Dykes is Programme Director of the Education World Forum (2004-present) held in London and for the Asian Summit on Education and Skills (2015-present) in Bangalore, Mumbai and Delhi. He contributes to advisory boards for ISTE, University of the People, and Karanga, he is on the board of Lyfta and is a judge for the Empathy Week Awards.
Gavin has worked closely with governments, corporations, foundations, schools and universities in many countries. His writing includes co-authorship of “Building and sustaining national education technologies agencies: Lessons, models and case studies from around the world” (The World Bank 2017) and “Aspire High – Imagining Tomorrow’s School Today” (Corwin Press 2017).
He has moderated and chaired international discussions including OECD Skills Summits in Norway and Portugal, Virtual TIESS in India, and Education Fast Forward debates across the world. For education to achieve its best possible outcomes, Gavin thinks we all, whether learner, teacher or leader, would do well to listen more, collaborate better and innovate constantly.
Check out this season’s partner publication: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation
What do the innovative architects of education sound like? How might they imagine channels that defy the “trickle-down” model of success by delivering high-tech and advantageous tools of education and employment directly to all?
In this Third episode of Education Transformed, Louka speaks with John Goodwin and Chris Purifoy.
LEF’s mission to bring quality skills and equal opportunity to every human on Earth, using open standards and web3 technologies.
https://www.learningeconomy.io/
John Goodwin, is Executive Chairman of the Board of Directors. Prior to joining LEF, Goodwin spent a decade working in the LEGO ecosystem, first as EVP and CFO of The LEGO Group then later as CEO of LEGO Foundation.
Chris Purifoy, CEO of Learning Economy, about their ambitious global goal—to increase the impact of investment in humans, solve equity gaps, and empower learners and employees with better access to their data.
He is a delegate for the UN’s Blockchain for Impact and the U.S. Department of Education’s Blockchain Action Network. Chris is a digital architect, serial entrepreneur, author, and futurist. He speaks in global forums about AI, blockchain, and the future of education and work. Chris loves simplifying really complex, difficult problems and building strong tribes.
Transcription upon request - e-mail hello@thelearningfuture.com
In this second episode of Education Transformed, Louka speaks with Dr Anantha Duraiappah, Director of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development.
A depthful discussion about the whole brain approach to learning and education, including a confident approach to digital pedagogy, where neuroscience technology is applied to learning and teaching as a potentiality enhancer.
UNESCO MGIEP in New Delhi, India is UNESCO’s first category 1 institute in the Asia-Pacific region. As an experienced environmental-development economist; Dr Anantha Duraiappah plays a key role in positioning MGIEP as a leading research institute on education for peace, sustainable development and global citizenship.
Professor Duraiappah received his PhD in economics from the University of Texas in Austin, USA. He has authored numerous books and journal articles on environmental and developmental issues. Anantha also serves presently as as the policy forum editor for "The Journal of Human Development and Capacity". He is a Fellow of the World Academy of Arts and Sciences (WAAS), a Founding Fellow of the Human Development and Capability Association and a visiting Professor at the University of Tokyo, Japan.
Anantha, in his previous post at the United Nations Environmental Programme (UNEP), initiated and played a pivotal role in the establishment of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES). He was the Co-Chair of the Biodiversity Synthesis Group of the Kofi Anna commissioned Millennium Ecosystem Assessment and founding director of the Inclusive Wealth Report released at the Rio+20 Summit in 2012.
Dr. Duraiappah is presently focusing on researching and exploring how “Firing Gandhi Neurons” can be integrated into the educational curricular of the formal, informal and non-formal education systems around the globe.
Transcription upon request - e-mail hello@thelearningfuture.com
Find out which countries are embarking on true education transformation and discover why transformation might be the best way to articulate the changes we need in schools and education systems.
Today's episode is with educationalist, convenor, and non-profit leader Dominic Regester.
Dominic is Director of Education and Director of the Center for Education Transformation at Salzburg Global Seminar, where he is responsible for designing, developing and implementing programs on the futures of education, with a particular focus on social and emotional learning, education leadership, regenerative education, and education transformation. Prior to this he worked for the British Council for 14 years on global citizenship education, teacher professional development, and education collaboration.
He works on a broad range of projects across education policy, practice, transformation, and international development, including as a Director at the Amal Alliance, as a Senior Editor for Diplomatic Courier, and as an advisor to the Learning Economy Foundation, and the Power of Zero.
Since 2021 he has also served as the Executive Director of Karanga: the Global Alliance for Social Emotional Learning and Life Skills. He holds Masters degrees in Chinese Studies from the School of Oriental and African studies in London, and in Education and International Development from the Institute of Education at University College London.
In this chat Dominic mentioned the work of bigchange.org, who we are talking to in a future episode.
Find out more at salzburgglobal.org and keep transforming.
Transcription upon request - e-mail hello@thelearningfuture.com
Louka Parry introduces a season 7: “Education Transformed” a series of conversations that aren’t afraid to leave behind past preconceptions to allow for real unhindered bold change and innovation in learning and education - both practical examples and plans for the future.
Season 7 is partnered with the Salzburg Global Seminar.
Transcription upon request - e-mail hello@thelearningfuture.com
Louka reflects on the last season the "d.school Spotlight" that featured 10 insightful authors affiliated with the Hasso Platner Institute of Design at Stanford. Please revisit any these season 6 episodes that pique your interest:
‘My Favorite Failure’ with Laura McBain & Ron BeGhetto
Spotify - Apple
‘Navigating Ambiguity’ with Kelly Schmutte
Spotify - Apple
‘The Secret Language of Maps’ with Carissa Carter
Spotify - Apple
‘Drawing on Courage’ with Ashish Goel
Spotify - Apple
‘Design for Belonging’ with Susie Wise
Spotify - Apple
‘Changing the Conversation about School Safety’ with Barry Svigals
Spotify - Apple
Futures Meets Design with Lisa Kay Solomon
Spotify - Apple
'This is a Prototype' with Scott Witthoft
Spotify - Apple
'You Need A Manifesto' with Charlotte Burgess-Auburn
Spotify - Apple
'Creative Hustle' with Sam Seidel
Spotify - Apple
Given the wrap up of season 6; season 7 of the podcast “Education Transformed” is announced which features change makers in education beginning with Dr Anantha Duraiappah.
Transcription upon request - e-mail hello@thelearningfuture.com
In this tenth and final episode of the Stanford d.school spotlight; Sam Seidel hustles up valuable guiding principles for building a network - people - practice template for creation. A clear recipe, with enlightening examples, of people who have been successful with via more ‘alternate’ means, with side hustles becoming front and centre! Sam is an author of the illustrated dschool guide Creative Hustle.
What is a side hustle and why are they becoming so common? How might we extract the most value and fulfilment from a side hustle? Is there a recipe, template, or examples to follow to enable a hustle of creation?ABOUT CREATIVE HUSTLE
Sam Seidel is a human. a friend. a son. a brother. an uncle. a husband. an education nerd. a hip-hop nerd. a writer. a designer. a collaborator.
sam co-directs the K12 Lab at the Stanford d.school, teaches, reads and writes books, speaks publicly, consults with foundations and organisations, builds crossword puzzles, and is a recovering sneaker fiend.
A vibrant, illustrated guide to blazing a unique and fulfilling creative path, from the Stanford d.school.
Humans have always been creative hustlers—problem solvers who seek to live beyond the limits suggested by society. Yet we live in a world where the place you were born, the amount of money you have, and the level of melanin in your skin indicate the precise path you are expected to follow. Too many of us silence our creativity and let our hustle calcify as we settle for the roles assigned to us.
Now Olatunde Sobomehin and sam seidel, co-teachers of the Creative Hustle course at Stanford University, help you identify and navigate your own creative path that leads from your gifts—your unique combination of skills—to your goals, where you make a living doing things that matter.
You’ll learn about other creative hustlers, like Bryant Terry, who merged his passions for social justice and African American cuisine to become an award-winning eco-chef and cookbook author; Sian Heder, who used her desire to deeply understand herself and others to make award-winning films that add to the cultural conversation; and author/TV host Ayesha Curry, who aligns her professional and personal decisions with her core values.
Taking inspiration and lessons from these creative problem-solvers and using activities from the Creative Hustle course, you will begin to see and shape your own path—and follow it to the fulfillment of your goals.
Hosted by The Learning Future’s very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our amazing guest.
Transcription upon request - e-mail hello@thelearningfuture.com
In this ninth episode of the Stanford d.school spotlight; Charlotte Burgess-Auburn conjures radical innovative thinking, a fundamentally novel and useful way of looking at design via flexible prototyping! She is author of the illustrated dschool guide You Need a Manifesto.
Ever struggle with a decision? Perhaps lacked a sense of purpose or drive? Every been challenged by a dilemma?
Charlotte Burgess-Auburn makes the case for personal and professional Manifestos - a foundation on which to manifest our goals, desires, or just musings we wish to introduce to reality. Charlotte’s design approach to guiding schema and principles is satisfying and refreshing in a world saturated with choice and not-so-obvious decision making. Learnings here offer a concrete and infallible solution before indecision or apathy has even a chance to be considered.
Charlotte Burgess-Auburn is a designer, artist, and educator. With a background in production for fine arts and theater and experience at the MIT Media Laboratory, she has been the director of community at the Stanford d.school since 2005, where she also teaches classes on the role of self-awareness in creativity and design.
In You Need a Manifesto, Charlotte Burgess-Auburn, the d.school's director of community, first defines the challenges of information overload we all experience today. Then she shows how to craft a personal creed that will help you face daily tasks and roadblocks, and create more purpose in your work.
Explanations and hands-on design-based exercises are based on vibrant quotes and excerpts from a curated collection of designers, artists, writers, scientists, and social activists. These quotes serve both as inspiration and material for the activities.
Each chapter of the book is also preceded by a graphic manifesto by artist and master letterpress printer Rick Griffith, who created his illustrations in response to the material in each chapter, to guide and inspire you to see what you can produce for yourself.
Hosted by The Learning Future’s very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our amazing guest.
Transcription upon request - e-mail hello@thelearningfuture.com
In this eighth episode of the Stanford d.school spotlight; Scott Witthoft conjures radical innovative thinking, a fundamentally novel and useful way of looking at design via flexible prototyping! He is author of dschool guide This is a Prototype.
What is a prototype, how can we approach their design and creation, and what is their utility?
Scott Witthoft works as an educator, designer, and author. Drawing from his past practice of forensic structural engineering, he incorporates that expertise with current pursuits in space, furniture, and product design—teaching and speaking widely. He is the co-author of Make Space, a tool for creating collaborative environments. His work has been featured in The Design Museum and publications such as Fast Company, Architecture and Urbanism, and Metropolis. This Is a Prototype: The Curious Craft of Exploring New Ideas by Scott Witthoft and Stanford d.school.
Part of the Stanford d.school’s collection of creativity and design books, this guide presents practical tools, guidance and methods for creating a prototype to test an idea, which anyone can use to confidently turn the unknowns of a new idea into a learning experience.
Hosted by The Learning Future’s very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our amazing guest.
Transcription upon request - e-mail hello@thelearningfuture.com
In this seventh episode of the Stanford d.school spotlight; Lisa Kay Solomon gives a peek of the thoughts around her upcoming bookabout her recent innovative civics exercises with learners. Publishing soon as a d.school guide.
Are our systems designed for short term rewards and is the design of civics and business at odds with the future?
The conversation features a broad range of topics from design, futures, civics, the importance of agency to extra high-quality civics education. Futures thinking, practices, and mindsets are teachable and learnable. How might we think differently about the image of the future that we could bring to life, to be a shaper as opposed to a reactor. It might seem hard, but we can start small.
Lisa Kay Solomon is a futures and design educator, author, and social entrepreneur focused on helping people develop the leadership skills to become active, compassionate agents of positive change. With nearly over 20 years of design, scenario-planning, and leadership work, Lisa’s work focuses on the question: How do we help leaders and learners of all ages not just prepare for the future, but help them develop the mindsets, skillsets and practices required to shape more sustainable, inclusive, robust futures?
Named to the Thinkers50 2022 Radar List, Lisa co-authored the bestselling books Moments of Impact: How to Design Strategic Conversations that Accelerate Change, and Design A Better Business: New Tools, Skills, and Mindset and Strategy for Innovation, which has been translated into over a dozen languages. Lisa created the popular LinkedIn Learning Courses Leading Like a Futurist and Redesigning How We Work for 2021, and has written extensively on helping leaders productively navigate ambiguity through teachable and learnable practices.
Currently a Designer in Residence and Lecturer at Stanford University’s Hasso Plattner Institute of Design, Lisa teaches a variety of futures-oriented classes, including one of the d.school's most popular courses, Inventing the Future, which exposes students to practices of applied imagination, strategic foresight, immersive world building, and creativity. Lisa’s course design utilizes immersive experiences like participating in 50 year future utopia and dystopia debates on emerging technology in order to move beyond questions of “can we build it?” to "should we build it?” As one student commented after the class, “I used to think that thinking about the future was a gene intrinsic to talent, and now I think I have the skills and tools to shape it myself."
In 2021, she launched The Futures Series at the Stanford d.school, which brought diverse futures thinkers from around the world to share and democratize future-shaping practices. Guests included Dr. Lonny Brooks and Ahmed Best on Afrofutures, Meredith Hutchison and Aisha Bain on Ancestral Intelligence, Leah Zaidi on WorldBuilding, Minister Faust on Science Fiction and Pro-social competitions, and Riel Miller on UNESCO’s Future Literacy, among others. She also initiated experiential professional development programs such as “Afro-Rithms in Classrooms” with the National Writing Project, and workshops focused on building futures literacies such as building empathy for the future and navigating time scales and polarities.
Lisa is passionate about connecting her work between boardrooms to classrooms, bringing her work with executives and leaders at multinational companies to leaders and educators in K12 schools. She recently launched a new podcast called New View EDU, co-hosted with the National Association of Independent Schools, to help school leaders shift their posture and priorities to infuse K12 education with imagination, social and emotional wellbeing, and creative agency for the future.
Named one of ixDA’s Women of Design 2020, Lisa is also the founder and driving force beyond Vote by Design, Building America’s Teammates, and #AllVoteNoPlay, a national initiative which transforms Election Day as a day “off” from official collegiate athletic activities into a day “on” for civic engagement. Working closely with college coaches, civic educational leaders and student leaders, the experiential programs reached tens of thousands of young voters, coaches, and administrators in relevant, accessible, meaningful civic learning and action. Lisa’s work in the civics arena is focused on helping next generation voters grow in their own sense of power and agency over the futures they want to inhabit. Through creating design-driven, agency-oriented programs with a bias toward changemaking action, Lisa aims to empower young people to create a more just and inclusive world.
Hosted by The Learning Future’s very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our amazing guest.
Transcription upon request - e-mail hello@thelearningfuture.com
In this sixth episode of the Stanford d.school spotlight; Barry Svigals gives a peek of the thoughts around his book Changing the Conversation about School Safety. Publishing soon as a d.school guide.
Can over-securing reduce feelings of enjoyment and senses of safety? How does might an obsession with safety present obstacles and challenges when designing learning environments and systems?
Barry Svigals offers a brave and bold approach to safety in schools from a unique and close perspective of school shootings and the following decision making. After all the safest place to learn would be a reinforced concrete padded box but we could imagine a-lot would be lost in such environments.
Design for our environments and systems should be a way that isn't static and involve those who best know the environment, people, and the dynamic of safety in the context of creating a learning environment that will enliven and delight students of all ages.
Barry' Svigals is an artist, architect, musician, keynote speaker and thought leader, Barry Svigals is helping communities and organizations become more creative and collaborative, making places that express who they are. Trained as both an artist and an architect, he wove those two worlds together in the founding of an architecture+art firm which he led for over 30 years. Work, play, surprise, and fun are all part of the collective effort to infuse “making with meaning.” At the heart of it all is his passion to challenge his own creativity as well as the creativity of others in service of what is needed in the world.
A graduate of Yale College and the Yale School of Architecture, Barry also studied sculpture at the École Nationale Supèrieure des Beaux Arts in Paris. Along the way he enjoyed another kind of education playing rock and roll in with a band that still plays today. All of that contributed to a long list of projects for diverse clients, among them major universities such as Yale, Boston College and the University of Connecticut as well as major corporations and institutions such PepsiCo and the Metropolitan Museum of Art. Residential clients included Keith Richards and Patti Hansen as well as Garry Trudeau and Jane Pauley. The firm’s best known project is the Sandy Hook School in Newtown, Connecticut completed in 2016.
In addition to speaking engagements, Barry is currently preparing for an exhibition of his paintings in Italy in spring 2020 and is working on a book, How We Are Matters, which will be published in late 2019.
Hosted by The Learning Future’s very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our amazing guest.
Transcription upon request - e-mail hello@thelearningfuture.com
In this fifth episode of the Stanford d.school spotlight; Susie Wise, author of Design for Belonging: How to Build Inclusion and Collaboration in Your Communities clarifies the subject and discusses how she arrived at the approaches of her book. Published as a d.school guide.
The feeling of belonging is a fundamental human need. It's how we know we can show up, be ourselves, and thus enables learning. From a design perspective, we need to understand the feeling of belonging - and understand how to get there. Creating opportunity for belonging to emerge.
Dr. Susie Wise is a design leader with experience in the education, tech, and the social sectors. She coaches leaders in equity design and innovation practices. She teaches at the d.school at Stanford and coaches with the Mira Fellowship. Previously she founded and directed the K12 Lab at the d.school and co-created Liberatory Design.
Design for Belonging provides tools that any group or organisation may use to build inclusion. These might be rituals that bring us together, spaces that keep us calm, roles that create a sense of responsibility, and systems that make us feel respected.
Hosted by The Learning Future’s very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our amazing guest.
Transcription upon request - e-mail hello@thelearningfuture.com
In the fourth instalment of the Stanford d.school spotlight; Ashish Goel, author of Drawing on Courage: Risks Worth Taking and Stands Worth Making discusses the life canvas, inspirations, insights, and sources for him to publish his most recent book. Published as a d.school guide.
Ashish forms a strong case for courage, the depth of courage, which is often only granted thankful or cursory visitations, is vast and the source of a-lot of power. Courage plays a role in learning, growth and development, and allows us to live fuller lives individually and collectively. From examples of every day life to decisions in the big-tech business realms: This sources and the universality of approaches to risk; this conversation offers a great taster for the themes discussed in his most recent book and d.school guide. For example fears, values form a scaffold from which to build an action.
Ashish Goel is a designer, teacher and entrepreneur. He is a former teaching fellow at the Stanford d.school where he taught classes on design thinking, digital product design and mapmaking. He is also the former head of design at Zomato (India's Doordash and Yelp rolled into one!). He is the author of a new book, Drawing on Courage: Risks Worth Taking and Stands Worth Making, part of a series of guides being published by the Stanford d.school.
He advises tech companies in the art and science of product design and is drawing on his courage by building Boca, an D2C sparkling water business based in India.
Hosted by The Learning Future’s very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our amazing guest.
Transcription upon request - e-mail hello@thelearningfuture.com
In the third spotlight of the Stanford d.school guides; Carissa Carter, author of The Secret Language of Maps: How to Tell Visual Stories with Data helps us navigate the far horizons and surprisingly detailed depths of maps.
Maps are biased towards any number of variables - often driven by agenda or intention of the mapmakers. Carissa acts as a cartographer of the multi-faceted fields of mapmaking - discussing the dynamic effects of our maps on our real world perception and inversely our lenses and intention on our maps, their uses, gems of wisdom, and pitfalls.
For an introductory example to see our how our world can portrayed in novel often wacky maps for yourself and your students, Carissa recommends https://worldmapper.org/.
Carissa Carter is the Academic Director and an Adjunct Professor at the Stanford d.school. In this role she guides the development of the d.school’s pedagogy, leads its instructors, and shapes its class offering. She teaches courses on the intersection of data and design, designing with emerging technologies, and design for climate change.
Carissa was one of the co-leaders of Stanford 2025, a multi-year d.school project that envisioned the future of higher education. Her work on designing with machine learning and blockchain has earned multiple design accolades, including Fast Company Innovation and Core77 Design Awards.
Carissa’s first career was in the geosciences. As a geomorphologist she studied subglacial deposits, slot canyon incision, and bedforms and cross-bedding. She continues to pursue projects at the crossover between design and science. Maps, and the experiences they create, are a consistent thread in her work. Her book, The Secret Language of Maps: How to Tell Visual Stories with Data is forthcoming in April 2022. Carissa holds a B.A. in Geoscience from Williams College, an M.S. in Earth Science from U.C. Santa Cruz, and an M.S. Engineering–Product Design from Stanford University. She’s taken a photo at 6:06pm every day, for more than a decade.
Hosted by The Learning Future’s very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our amazing guest.
Transcription upon request - e-mail hello@thelearningfuture.com
In this second instalment of the Stanford d.school spotlight; Kelly Schmutte, co-author of Navigating Ambiguity: Creating Opportunity in a World of Unknowns (alongside Andrea Small, illustrated by Reina Takahashi) shares ideas about confidently approaching ambiguity and ambiguous situations with confident curiosity.
She discusses how ambiguity should be seen as an asset, it enables freedom of outcome, a malleability of approach that allows for creative learning and action.
Kelly Schmutte is a designer, educator, and entrepreneur. At the d.school she designs learning experiences with lasting impact, reimagining the future of higher education (Stanford 2025), creating life tools for high schoolers, and building out the Navigating Ambiguity curriculum. Kelly teaches core d.school classes alongside d.school founder David Kelley. She and her ballet shoe start-up, PerfectFit Pointe, were featured in theNew York Times.
Hosted by The Learning Future’s very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our amazing guest.
Transcription upon request - e-mail hello@thelearningfuture.com
The first feature of the Stanford d.school spotlight has Laura McBain and Dr Ronald Beghetto, authors of My Favorite Failure. They share ideas about consciously engineering learning and experience with uncertainty and surprise as an ingredient.
Perhaps we are too rigorously over-engineering education and human experience to the point of unnatural predictability? Ronald and Laura discuss how they believe there can be good in risks and unplanned experiences, and how we might form healthy and beneficial relationships with failure as a way to build resilience and better inform pedagogy and practice.
Hosted by The Learning Future’s very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our two amazing guests:
Laura McBain (@laura_mcbain) is a designer, educator and serves as co-managing director of the Stanford d.school and the co-director of the K12 Lab. Her work focuses on how human-centered design can be used to provide equitable and innovative educational experiences that will help all students thrive in a changing world. In this role she leads design challenges in education, designs new learning experiences for educators and serves as an adjunct professor at Stanford University. She is the author of My Favorite Failure: How Setbacks Can Lead to Learning and Growth which provides insights and narratives into how you can create the conditions to take risks and experience failure together. Prior to the d.school, Laura worked for 15 years at High Tech High serving as the Director of External Relations, principal of two school sites and a founding teacher. She has taught middle and high school students in both charter comprehensive schools. Laura has a Bachelors from Miami University-Oxford, Ohio and a Masters from the Harvard Graduate School of Education.
Dr Beghetto is an internationally recognized expert on creative thought and action in educational settings. He holds the Pinnacle West Presidential Chair and serves as a Professor in the Mary Lou Fulton Teachers College at Arizona State University.
Dr. Beghetto is the Editor for the Journal of Creative Behavior, Editor for Review of Research in Education, Series Editor for Creative Theory and Action in Education (Springer Books), and has served as a creativity advisor for LEGO Foundation and the Cartoon Network.
He is also a Fellow of the American Psychological Association, the Society for the Psychology of Aesthetics, Creativity and the Arts (Div. 10, APA), and the International Society for the Study of Creativity and Innovation (ISSCI). He is the 2018 recipient of the Rudolf Arnheim Award for Outstanding Achievement in the Psychology of Aesthetics, Creativity and the Arts and 2008 recipient of Daniel E. Berlyne Award from Div. 10 of the American Psychological Association.
Dr Beghetto has received recognition and numerous awards for excellence in teaching, including the University of Oregon 's highest teaching award for early career faculty (2006 Ersted Crystal Apple Award), the 2015 ALD Faculty of the Year Award at the University of Connecticut, and the Provost's Recognition for Excellence in Teaching (University of Connecticut).
His prior appointments include Professor of Educational Psychology, Director of UCONN's Innovation House, and Graduate Program Coordinator for the Cognition, Instruction, Learning, & Technology Program in the Neag School of Education at the University of Connecticut. He also previously served as the College of Education's Associate Dean for Academic Affairs, Associate Professor of Education Studies at the University of Oregon, and Faculty-in-Residence for Research and Evaluation Projects for UO's Center on Diversity and Community (CoDaC).
Dr Beghetto earned his Ph.D. in Educational Psychology from Indiana University (with an emphasis in Learning, Cognition and Instruction).
View CSE paper 06 titled “Learning on purpose” by Charles Leadbeater and the Student Agency Lab and also,
CSE paper 07 titled “Learning in a floating world of disciplines: Reflections on the MetaPraxis Project” by Michael Bunce.
Louka reviews the amazing takeaways shared by frontline educators during AISSA’s agency lab 3-year project featuring lessons of agency from Charles Leadbeater and stories of the MetaPraxis Project, chiefly designed by Michael Bunce.
Louka also shares excitement for the upcoming season 6 with Stanford’s dschool guide spotlight series, releasing late June 2022.
Featured Guests:
Karen Schoff - Good Shepherd School
Veronika Crilley - St. Johns Grammar
Joyanne Gardner - St. Johns Grammar
MetaPraxis is a 3-year approach led by educational philosopher and researcher Michael Bunce. MetaPraxis educators experience going beyond disciplines to move into the multi-dimensionality of learning, fusing knowledge skills, and capabilities so that our young people may thrive into their future.
How might we bring about agency, cognitive skills, creativity, and design thinking; and couple that with an awareness to transfer these skills to transcend current boundaries? True meta-disciplinary work.
In part four, Michael talks with three educators about their experience with MetaPraxis.
See more of MetaPraxis project & get involved:
https://www.metapraxisproject.org
For transcript e-mail hello@thelearningfuture.com.
Featured Guests:
Graham Duffy - Pembroke School,
Andrea Feldhoff - Pembroke School,
Melanie Krueger - Trinity College North,
Jessica Simons - Trinity College North,
Catherine Emmerson - St. Johns Grammar School.
MetaPraxis is a 3-year approach led by educational philosopher and researcher Michael Bunce. Hosted by The Learning Future’s very own Louka Parry, this four-part series features front-line educators who have experience with MetaPraxis by going beyond disciplines to move into the multi-dimensionality of learning, fusing knowledge skills, and capabilities so that our young people may thrive into their future.
How might we bring about agency, cognitive skills, creativity, and design thinking; and couple that with an awareness to transfer these skills to transcend current boundaries? True meta-disciplinary work.
In part three, Louka queries Michael alongisde five South Australian educators about their experience with MetaPraxis, it’s utility, insights, and benefits.
See more of MetaPraxis project & get involved:
https://www.metapraxisproject.org
Please e-mail hello@thelearningfuture.com for a transcript.
Featured Guests:
Jo Rossiter - Annesley Primary School,
David Taylor - Annesley Junior School,
Mayra Franco - Walford Anglican School,
Sam Bartram - Walford Anglican School,
Julie Sampson - Cornerstone College,
Rhett Fielke - Cornserstone College.
MetaPraxis is a 3-year approach led by educational philosopher and researcher Michael Bunce. Hosted by The Learning Future’s very own Louka Parry, this four-part series features front-line educators who have experience with MetaPraxis by going beyond disciplines to move into the multi-dimensionality of learning, fusing knowledge skills, and capabilities so that our young people may thrive into their future.
How might we bring about agency, cognitive skills, creativity, and design thinking; and couple that with an awareness to transfer these skills to transcend current boundaries? True meta-disciplinary work.
In part two, Louka queries Michael alongside six MetaPraxis educators about their experience, thoughts, and feedback on using the apprach in practice at their schools.
See more of MetaPraxis project & get involved:
https://www.metapraxisproject.org
Transcript available upon request e-mail:
hello@thelearningfuture.com
The MetaPraxis is a 3-year approach led by educational philosopher and researcher Michael Bunce. Hosted by The Learning Future’s very own Louka Parry, this four-part series features front-line educators who have experience with MetaPraxis by going beyond disciplines to move into the multi-dimensionality of learning, fusing knowledge skills, and capabilities so that our young people may thrive into their future.
How might we bring about agency, cognitive skills, creativity, and design thinking; and couple that with an awareness to transfer these skills to transcend current boundaries? True meta-disciplinary work.
In part one, Louka queries Michael one-on-one about MetaPraxis, it’s origins, form, features, and inspiriations.
See more of MetaPraxis project & get involved:
https://www.metapraxisproject.org
How do we be more on purpose, and less on point and create learning with rigour but not rigidity? How do we elevate voice, choice and initiative knowing that as we do so we create more freedom and more responsibility?
In this episode of our 10-part special series on Learner Agency we discuss how students bring agency to life. This is the tenth lesson for agency shared by global education expert Charles Leadbeater in conversation with educators from schools across South Australia. In our conversation we blend the conceptual with the concrete, exploring philosophy, practice and product and hear how schools have journeyed towards activating agency in their community.
Brilliant South Australian teachers join us for our conversation today: Ann Fromholz of Scotch College, Carrie Phillis and Lauren Lovett of Youth Inc. We discuss what purposeful learning looks like and how identity meets intent - when who we are powerfully intersects with what we want to achieve. As our educator colleagues share their learning journeys, both inner and outer, we discuss the connection between values and achievement, how they endure and evolve, and how if we connect purpose, commitment, and reflection we can create high agency learning experiences that lead to increased growth and mastery.
This series is a special collaboration between The Learning Future and AISSA: The Association of Independent Schools of South Australia. Each of these ten podcast episode correspond to one of 10 lessons on Learning Agency from the soon to be published Centre for Strategic Education Paper authored by Charlie LeadBeater. We hope you enjoy our final conversation of this A-Lab series, The Agency School.
See more: https://www.ais.sa.edu.au/events/student-agency-lab-three-year-project/
Transcript available upon request. Email us: hello@thelearningfuture.com
How do we be more on purpose, and less on point and create learning with rigour but not rigidity? How do we elevate voice, choice and initiative knowing that as we do so we create more freedom and more responsibility?
In this episode of our 10-part special series on Learner Agency we discuss how students bring agency to life. This is the ninth lesson for agency shared by global education expert Charles Leadbeater in conversation with educators from schools across South Australia. In our conversation we blend the conceptual with the concrete, exploring philosophy, practice and product and hear how schools have journeyed towards activating agency in their community.
Brilliant South Australian teachers join us for our conversation today: Wendy Matear of Bethany Christian School, Sandra Barry of Endeavour College, and Sarah Lane of Scotch College. We discuss what purposeful learning looks like and how identity meets intent - when who we are powerfully intersects with what we want to achieve. As our educator colleagues share their learning journeys, both inner and outer, we discuss the connection between values and achievement, how they endure and evolve, and how if we connect purpose, commitment, and reflection we can create high agency learning experiences that lead to increased growth and mastery.
This series is a special collaboration between The Learning Future and AISSA: The Association of Independent Schools of South Australia. Each of these ten podcast episode correspond to one of 10 lessons on Learning Agency from the soon to be published Centre for Strategic Education Paper authored by Charlie LeadBeater. We hope you enjoy our conversation, Leadership.
See more: https://www.ais.sa.edu.au/events/student-agency-lab-three-year-project/
Transcript available upon request. Email us: hello@thelearningfuture.com
How do we be more on purpose, and less on point and create learning with rigour but not rigidity? How do we elevate voice, choice and initiative knowing that as we do so we create more freedom and more responsibility?
In this episode of our 10-part special series on Learner Agency we discuss how students bring agency to life. This is the eight lesson for agency shared by global education expert Charlie Leadbeater in conversation with educators from schools across South Australia. In our conversation we blend the conceptual with the concrete, exploring philosophy, practice and product and hear how schools have journeyed towards activating agency in their community.
Five brilliant teachers join us for our conversation today: Tracey Wallace of Scotch College, John Dow and Lindee Hopkins of Tatachilla Lutheran College, Louisa Milligan of Endeavour College, and Sheridan Cox of Walford Anglican School for Girls. We discuss what purposeful learning looks like and how identity meets intent - when who we are powerfully intersects with what we want to achieve. As our educator colleagues share their learning journeys, both inner and outer, we discuss the connection between values and achievement, how they endure and evolve, and how if we connect purpose, commitment, and reflection we can create high agency learning experiences that lead to increased growth and mastery.
This series is a special collaboration between The Learning Future and AISSA: The Association of Independent Schools of South Australia. Each of these ten podcast episode correspond to one of 10 lessons on Learning Agency from the soon to be published Centre for Strategic Education Paper authored by Charlie LeadBeater. We hope you enjoy our conversation, Strategies for Innovation and Change.
See more: https://www.ais.sa.edu.au/events/student-agency-lab-three-year-project/
Transcript available upon request. Email us: hello@thelearningfuture.com
How do we be more on purpose, and less on point and create learning with rigour but not rigidity? How do we elevate voice, choice and initiative knowing that as we do so we create more freedom and more responsibility?
In this episode of our 10-part special series on Learner Agency we discuss how students bring agency to life. This is the seventh lesson for agency shared by global education expert Charlie Leadbeater in conversation with educators from three different schools across South Australia. In our conversation we blend the conceptual with the concrete, exploring philosophy, practice and product and hear how schools have journeyed towards activating agency in their community.
Two brilliant teachers join us for our conversation today: Fiona Vogel of Mt Barker Waldorf School, and Lindee Hopkins of Tatachilla Lutheran College. We discuss what purposeful learning looks like and how identity meets intent - when who we are powerfully intersects with what we want to achieve. As our educator colleagues share their learning journeys, both inner and outer, we discuss the connection between values and achievement, how they endure and evolve, and how if we connect purpose, commitment, and reflection we can create high agency learning experiences that lead to increased growth and mastery.
This series is a special collaboration between The Learning Future and AISSA: The Association of Independent Schools of South Australia. Each of these ten podcast episode correspond to one of 10 lessons on Learning Agency from the soon to be published Centre for Strategic Education Paper authored by Charlie LeadBeater. We hope you enjoy our conversation, How to Recognise Agency.
See more: https://www.ais.sa.edu.au/events/student-agency-lab-three-year-project/
Transcript available upon request. Email us: hello@thelearningfuture.com
How do we be more on purpose, and less on point and create learning with rigour but not rigidity? How do we elevate voice, choice and initiative knowing that as we do so we create more freedom and more responsibility?
In this episode of our 10-part special series on Learner Agency we discuss how students bring agency to life. This is the sixth lesson for agency shared by global education expert Charlie Leadbeater in conversation with educators from three different schools across South Australia. In our conversation we blend the conceptual with the concrete, exploring philosophy, practice and product and hear how schools have journeyed towards activating agency in their community.
Two brilliant teachers join us for our conversation today: John Dow of Tatachilla Lutheran College, and Nic Massacci of Mt Barker Waldorf School. We discuss what purposeful learning looks like and how identity meets intent - when who we are powerfully intersects with what we want to achieve. As our educator colleagues share their learning journeys, both inner and outer, we discuss the connection between values and achievement, how they endure and evolve, and how if we connect purpose, commitment, and reflection we can create high agency learning experiences that lead to increased growth and mastery.
This series is a special collaboration between The Learning Future and AISSA: The Association of Independent Schools of South Australia. Each of these ten podcast episode correspond to one of 10 lessons on Learning Agency from the soon to be published Centre for Strategic Education Paper authored by Charlie LeadBeater. We hope you enjoy our conversation, creat new patterns.
See more: https://www.ais.sa.edu.au/events/student-agency-lab-three-year-project/
Transcript available upon request. Email us: hello@thelearningfuture.com
How do we be more on purpose, and less on point and create learning with rigour but not rigidity? How do we elevate voice, choice and initiative knowing that as we do so we create more freedom and more responsibility?
In this fifth episode of our 10-part special series on Learner Agency we discuss how students bring agency to life. This is the fifth lesson for agency shared by global education expert Charlie Leadbeater in conversation with educators from three different schools across South Australia. In our conversation we blend the conceptual with the concrete, exploring philosophy, practice and product and hear how schools have journeyed towards activating agency in their community.
Three brilliant teachers join us for our conversation today: Nathan Grierson of Bethany Christian School, Eleanor Waterford of Mt Barker Waldorf School, and Andrea Sherwood of Westminster School. We discuss what purposeful learning looks like and how identity meets intent - when who we are powerfully intersects with what we want to achieve. As our educator colleagues share their learning journeys, both inner and outer, we discuss the connection between values and achievement, how they endure and evolve, and how if we connect purpose, commitment, and reflection we can create high agency learning experiences that lead to increased growth and mastery.
This series is a special collaboration between The Learning Future and AISSA: The Association of Independent Schools of South Australia. Each of these ten podcast episode correspond to one of 10 lessons on Learning Agency from the soon to be published Centre for Strategic Education Paper authored by Charlie LeadBeater. We hope you enjoy our conversation, teacher buy in.
See more: https://www.ais.sa.edu.au/events/student-agency-lab-three-year-project/
Transcript available upon request. Email us: hello@thelearningfuture.com
How do we be more on purpose, and less on point and create learning with rigour but not rigidity? How do we elevate voice, choice and initiative knowing that as we do so we create more freedom and more responsibility?
In this fourth episode of our 10-part special series on Learner Agency we discuss how students bring agency to life. This is the fourth lesson for agency shared by global education expert Charlie LeadBeater in conversation with educators from three different schools across South Australia. In our conversation we blend the conceptual with the concrete, exploring philosophy, practice and product and hear how schools have journeyed towards activating agency in their community.
Three brilliant teachers join us for our conversation today: Renee Wehner from Calvary Lutheran Primary School, Aaron Mabikafola of Bethany Christian School, and Nadia Lovett of University Senior College. We discuss what purposeful learning looks like and how identity meets intent - when who we are powerfully intersects with what we want to achieve. As our educator colleagues share their learning journeys, both inner and outer, we discuss the connection between values and achievement, how they endure and evolve, and how if we connect purpose, commitment, and reflection we can create high agency learning experiences that lead to increased growth and mastery.
This series is a special collaboration between The Learning Future and AISSA: The Association of Independent Schools of South Australia. Each of these ten podcast episode correspond to one of 10 lessons on Learning Agency from the soon to be published Centre for Strategic Education Paper authored by Charlie LeadBeater. We hope you enjoy our second conversation, agency as philosophy, product, and practice.
See more: https://www.ais.sa.edu.au/events/student-agency-lab-three-year-project/
Transcript available upon request. Email us: hello@thelearningfuture.com
How do we be more on purpose, and less on point and create learning with rigour but not rigidity? How do we elevate voice, choice and initiative knowing that as we do so we create more freedom and more responsibility?
In this third episode of our 10-part special series on Learner Agency we discuss agency as if it were a philosophy, a product, and a practice. This is the third lesson for agency shared by global education expert Charlie LeadBeater in conversation with educators from three different schools across South Australia. In our conversation we blend the conceptual with the concrete, exploring philosophy, practice and product and hear how schools have journeyed towards activating agency in their community.
Three brilliant teachers join us for our conversation today: Renee Wehner from Calvary Lutheran Primary School, Alice Speirs from Walford Anglican School for Girls, and Tim Agnew from University Senior College. We discuss what purposeful learning looks like and how identity meets intent - when who we are powerfully intersects with what we want to achieve. As our educator colleagues share their learning journeys, both inner and outer, we discuss the connection between values and achievement, how they endure and evolve, and how if we connect purpose, commitment, and reflection we can create high agency learning experiences that lead to increased growth and mastery.
This series is a special collaboration between The Learning Future and AISSA: The Association of Independent Schools of South Australia. Each of these ten podcast episode correspond to one of 10 lessons on Learning Agency from the soon to be published Centre for Strategic Education Paper authored by Charlie LeadBeater. We hope you enjoy our second conversation, agency as philosophy, product, and practice.
See more: https://www.ais.sa.edu.au/events/student-agency-lab-three-year-project/
Transcript available upon request. Email us: hello@thelearningfuture.com
How do we be more on purpose, and less on point and create learning with rigour but not rigidity? How do we elevate voice, choice and initiative knowing that as we do so we create more freedom and more responsibility?
In this second episode of our 10-part special series on Learner Agency we discuss capabilities and agency. This is the second lesson for agency shared by global education expert Charlie LeadBeater in conversation with educators from three different schools across South Australia. In our conversation we blend the conceptual with the concrete, exploring philosophy, practice and product and hear how schools have journeyed towards activating agency in their community.
Four brilliant teachers join us for our conversation today: Sandra Barry from Endeavour College, Jacqui Lovett and Heidi Scriven from Southern Vales Christian School, and Carrie Phillips from Youth Inc. We discuss what purposeful learning looks like and how identity meets intent - when who we are powerfully intersects with what we want to achieve. As our educator colleagues share their learning journeys, both inner and outer, we discuss the connection between values and achievement, how they endure and evolve, and how if we connect purpose, commitment, and reflection we can create high agency learning experiences that lead to increased growth and mastery.
This series is a special collaboration between The Learning Future and AISSA: The Association of Independent Schools of South Australia. Each of these ten podcast episode correspond to one of 10 lessons on Learning Agency from the soon to be published Centre for Strategic Education Paper authored by Charlie LeadBeater. We hope you enjoy our second conversation, Capabilities and Agency.
See more: https://www.ais.sa.edu.au/events/student-agency-lab-three-year-project/
Transcript available upon request. Email us: hello@thelearningfuture.com
How do we be more on purpose, and less on point and create learning with rigour but not rigidity? How do we elevate voice, choice and initiative knowing that as we do so we create more freedom and more responsibility?
In this first episode of our 10-part special series on Learner Agency we discuss Learning On Purpose. This is the first lesson for agency shared by global education expert Charlie LeadBeater in conversation with three educators from different schools across South Australia. In our conversation we blend the conceptual with the concrete, exploring philosophy, practice and product and hear how schools have journeyed towards activating agency in their community.
Three brilliant teachers join us for our conversation today: Rhiannon Giles from Wilderness School, Bec Ingham from Good Shepherd Lutheran Primary and Angela Phillips from Westminster. We discuss what purposeful learning looks like and how identity meets intent when who we are powerfully intersects with what we want to achieve. As our educator colleague share their learning journeys, both inner and outer, we discuss the connection between values and achievement, how they endure and evolve, and how if we connect purpose, commitment, and reflection we can create high agency learning experiences that lead to increased growth and mastery.
This series is a special collaboration between The Learning Future and AISSA: The Association of Independent Schools of South Australia. Each of these ten podcast episode correspond to one of 10 lessons on Learning Agency from the soon to be published Centre for Strategic Education Paper authored by Charlie LeadBeater. We hope you enjoy the first conversation, Learning On Purpose.
Agency is a core feature for the emerging future of learning.
See more:
https://www.ais.sa.edu.au/events/student-agency-lab-three-year-project/
Transcript available upon request.
Email us: hello@thelearningfuture.com
The final part of our 4 part series with the Agile Leaders of Learning Innovation Network contributors. This episode features Ed Vainker, CEO of Reach Foundation. It is hosted by Susan Douglas, Senior Advisor at the British Council & CEO at Eden Academy Trust.
https://www.reach.org.au
This episode is a special partnership and sponsored by Qatar Foundation’s WISE ALL IN program.
https://www.wise-qatar.org/all-in/
Transcript available upon request.
Email us: hello@thelearningfuture.com
This is the third part of a 4 part series with the Agile Leaders of Learning Innovation Network contributors. This episode features Karima Kadaoui, co-founder and Executive President of Tamkeen Community Foundation for Human Development in Morrocco. It is hosted by Robyn Whittaker and Louka Parry.
This episode is a special partnership and sponsored by Qatar Foundation’s WISE ALL IN program.
https://www.wise-qatar.org/all-in/
Transcript available upon request.
Email us: hello@thelearningfuture.com
This is the second of a 4 part series with the Agile Leaders of Learning Innovation Network contributors. This episode features Gregg Behr, executive director at The Grable Foundation and co-chair of the Remake Learning council. It is hosted by Robyn Whittaker and Dominic Regester.
This episode is a special partnership and sponsored by Qatar Foundation’s WISE IN program.
https://www.wise-qatar.org/all-in/
Transcript available upon request.
Email us: hello@thelearningfuture.com
This is episode 1 of a special 4 part series with the Agile Leaders of Learning network contributors: Valerie Hannon & Tony Mackay.
This episode is a special partnership and is sponsored by Qatar Foundation’s WISE program.
https://www.wise-qatar.org/all-in/
thelearningfuture.com
Louka Parry shares thoughts on the 19 conversations recorded for Season 3 of TLF’s podcast during 2021, and introduces what’s in store for Season 4 including some exciting collaborations!
thelearningfuture.com
How fast do our skills lose their value in our rapidly evolving economies? Whose responsibility is it to ensure upskilling is accurately targeted and where should it take place?
Dr Ben Hamer is one of Australia's leading work futurists. He is the Future of Work Lead at PwC Australia and spent time seconded to the World Economic Forum heading up critical projects on the future of work, skills, and education. He is also a Board Member for the Australian HR Institute, recently appointed as the youngest Non-Executive Director in the organisation’s history.
Ben has a Doctorate of Public Administration, which included time spent as a Visiting Scholar at Yale University, and is an Adjunct Fellow with the Centre for the New Workforce at Swinburne University. Ben regularly features on across Australian media providing expert commentary on the Future of Work.
How pervasive are mental health problems in our schools and how can we define and measure it? What are some practical mindfulness and wellbeing techniques we can use in the classroom, and further in the community?
Addie Wootten is a Clinical psychologist and CEO of Smiling Mind. She has worked most of her career in clinical practice and research across a range of major hospitals in Melbourne, primarily focussing on supporting people with cancer. Throughout her clinical career she has seen first hand the benefits that mindfulness can provide and used mindfulness in her work for many years. She's an experienced researcher and fundraiser and is passionate about her role in leading Smiling Mind to have the biggest and most beneficial impact they can have.
See the work of her and her team:
https://www.smilingmind.com.au/
Visit us at thelearningfuture.com or email us at hello@thelearningfuture.com.
Can we strategically bounce forward instead of bouncing back? Could a detailed and perceptive experience of remote learning help mark-out intentional particular goals for learning?
Joanna Moe is Assistant Director of Professional Learning K-12 at Qatar Foundation, Education Development Institute (EDI).
Originally from Aotearoa, New Zealand, Joanna currently leads a team of pre-K-grade 12 learning designers at the Education Development Institute (EDI) in Qatar. She has worked in a variety of educational contexts in Hong Kong and New Zealand, leading in-school projects and professional learning across a range of learning and teaching areas.
Joanna's areas of interest in education and research include the complexities around transcultural professional learning, advocating for multilingual education and researching the application of effective approaches to learning and teaching using continuous improvement models. MA in Education and joins me from the Middle East today.
Would some students benefit better from teachers that guide and assist? What experience are there in having positive success with headstrong “at-risk” students?
Sizolwenkosi Fuyana (Sizol) is a businesswoman, podcaster, youth advocate and law student.
After overcoming her own adversities and mental health issues, small business owner Sizol now devotes her life to supporting disadvantaged young people who are at risk of entering the justice system.
Sizol is the founder and Director of Fuyana Support. It’s a youth-oriented consultancy that provides social and emotional wellbeing to young people, equipping them with skills to help them be more effective members of communities.
Sizol has partnered with the City of Palmerston to develop a ‘Youth Info Map’, with the project leading to freelance work with Joblink. She also works with youth at Don Dale Youth Detention Centre. Sizol’s podcast, The Reality Change, is about personal growth and facing adversity. She is also Chair of the 2021 Northern Territory Youth Round Table, which aims to make the government aware of key issues that are important to young people.
A law and psychology student who has volunteered for many working groups, Sizol was recently named the 2022 NT Young Australian of the Year.
To what extent do we each view the world through rose-coloured glasses? How much of our ecosystems have a 'darker' side that we might benefit from accepting and powerfully protest in place?
In this episode; Tyson Yunkaporta offers a valuable indigenous inspired perspective on education, including the more concerning problems faced by communities around the world. His unique perspective gives insight into areas and problems that are often hidden in plain sight, and his awareness of the causes and consequences of these guide his strategy in teaching, academia, and life.
Tyson is an Indigenous thinker, founder of the Indigenous Knowledge Systems Lab at Deakin University, and author of Sand Talk.
Tyson is an academic, an arts critic, and a researcher who is a member of the Apalech Clan in far north Queensland. He carves traditional tools and weapons and also works as a senior lecturer in Indigenous Knowledges at Deakin University in Melbourne. He lives in Melbourne.
How much of our education is still entrenched in a factory-style model? How do we step back and take what we've learned 150 years of understanding about humanity in challenging our assumptions and values?
Ulcca Joshi Hansen is a mother, educator, researcher and advocate whose two-and-a-half decade career has spanned classrooms, non-profit leadership, philanthropy and consulting. She is driven by a vision of education that attends to and supports the development of young people’s humanity and creates learning experiences that help them realise their unique potential - the place where who they are and what the world needs intersect. An internationally-recognised expert on educational transformation at the level of instruction, assessment, organisational design and policy systems, she brings a diverse set of experiences working with educators, funders, policymakers, researchers, legislators, business leaders and community advocates in the US and internationally.
Her work is aimed at helping transform the foundational values of our educational, cultural and social systems, and building the capacity of educators, families, communities and advocates to work with young people toward new ways of being in the world.
A two-time TED speaker, Ulcca holds a BA in Philosophy and German from Drew University and a certificate in early childhood and elementary education with a focus on special education. She earned her PhD from Oxford University and a JD from Harvard Law School. She has been recognised for her leadership as a Harry S. Truman Scholar; a British Marshall Scholar and a Paul and Daisy Soros Fellow.
Do our younger generations have faith in the current quality of representative democracies? Are there changes that we can take advantage on to re-power our social systems, what really matters?
In this episode; David Price shares vast insight about the concerns and specific examples of the ingenuity of our future leaders and innovators.
David Price, OBE, is an expert in organisational learning for a complex future. He writes, talks, trains and advises, around the world, on some of the biggest challenges facing business, education and society: solving the problems of employee, student and civic disengagement; maximising our potential to be creative, innovative and fulfilled citizens, and understanding the global shift towards open organisations, and systems of
learning.
His first book, "OPEN: How We'll Work, Live and Learn In The Future" has been an Amazon best-seller since its publication, securing around 40,000 sold copies. Goodreads readers voted it the most influential book on education in 2016.
His new book is The Power Of Us: How We Connect, Act And Innovate. The three years of research/writing involved interviews with leaders of organisations in the UK, USA, Cambodia, Australia and Malaysia.
In 2009 he was awarded the O.B.E. By Her Majesty the Queen, for services to education.
What if you got paid to learn for the rest of your life?
In this bonus episode Louka Parry shares The Future City podcast episode featuring co-host Eyal Halamish and guest Jackson Smith.
On this episode of the Future City Podcast we speak with storyteller, learner, and technology architect Jacksón Smith.
Jacksón is Co-Founder and the CTO of the Learning Economy Foundation, a U.S. based non-profit organization with a global mission to prepare citizens to be future-skilled, address inequity with student and employee centric models and put innovation at the centre of our communities.
Jacksón speaks with us about having a vested interest in the place that educated you, carrying a learner “wallet” and envisioning what a learning economy might look like beyond the university years.
What is the moral purpose of education now and is it shifting? How useful are the foundations teachers provide young people?
Dr. Jean Clinton is renowned internationally as an advocate for children’s issues. She is a Clinical Professor in Department of Psychiatry and Behavioural Neurosciences at McMaster University and her special interest lies in brain development, and the crucial role relationships and connectedness play. Jean champions the development of a national, comprehensive child well-being strategy including a system of early learning and care for all young children and their families. She is equally committed to ensuring that children’s and youths’ needs and voices are heard and respected. Dr. Clinton has also authored her first book, Love Builds Brains which can be ordered online through Tall Pines Press, on Amazon and in book stores everywhere.
She is on staff at McMaster Children’s Hospital with cross appointments in Pediatrics and Family Medicine, and an Associate in the Department of Child Psychiatry at Sick Children’s Hospital. She is a Fellow of the Child Trauma Academy, as well as a Zero to Three Academy Fellow since 2013. She has been a consultant to children and youth mental health programs, child welfare, and primary care for over 30 years. Dr. Clinton was appointed as an education advisor to the Premier of Ontario and the Minister of Education 2014 - 2018.
What obstacles does new thinking face in systems that are rarely malleable to change? How can we position adaptation in education to be set for success and adoption?
Annie Kidder says there is hope in the work of equity in education, and changing how we educate young people is something to keep us going, it’s a job that is hopeful.
Annie is a passionate education advocate, a systems thinker, and the Executive Director of People for Education, a Canadian non-profit. The organisation is building networks, providing evidence, and engaging the public to support system change in education from early childhood to post-secondary. The goals of the organisation's work are both to ensure that all students have an equitable opportunity to graduate with the skills and competencies they need to succeed whatever path they choose, and to empower Canada's next generations to provide and build a fair, prosperous and sustainable society.
Is there a social contract that teachers work by, and if so what is it and what would we ask to be changed? What is it that really stays with students and makes them remember you and your lessons?
In this episode of The Learning Future Podcast, Melodie Potts shares how she believes we can make teaching memorable. She says the role of a teacher will likely always be an augmenter of the delivery of content and information, but there is more we can do to ignite passion in the content and provide a relational experience of learning.
Melodie Potts is founder and CEO of Teach For Australia. She is a disruptor and a problem-solver, driven by a vision for Australia where education gives every child, regardless of background, greater choice for their future.
Melodie has made it her mission to champion better educational outcomes for our most vulnerable children in Australia. In the past 12 years, the work of TFA has helped more than 350,000 students in 220 schools, while building a community of 1200-plus teachers and leaders who are bringing about change inside and out of the classroom.
Melodie was awarded an Order of Australia for her service to education and teacher development in 2021 and holds a Master of Public Policy from Harvard, and a Bachelor of Economics from the University of North Carolina at Chapel Hill. Originally from rural Appalachia, Melodie lives in Melbourne with her husband Sam and young son Harrison, affectionately dubbed ‘Harry the Hurricane’, and their dog, Jack ‘The Ripper’ Russell.
What will our broader understanding of education, collaboration, and our ability to fuse and synthesise information look like in 10 years, and how might it affect our decisions? How might education futher the purpose of knowing who we are and what we do?
David shares his unique perspective about what it is to be educated, that it is knowing a place in a community. Education is in part sharing knowledge, but it is also the enablement of the ability to pursue contributions towards common good.
David Adams is the Chief Executive Officer of The Urban Assembly (UA). He started with the UA in 2014 as the Director of Social-Emotional Learning, where he created the Resilient Scholars Program (RSP), a unique approach to integrating SEL into curriculum and classroom practices across the UA network. RSP has grown into a national program, serving schools and districts in Los Angeles, Houston, Syracuse, and other cities. As the Senior Director of Strategy, David led the expansion of the organization into a model provider of school support, with an emphasis on innovation and equity in public education. David sits on the board of CASEL and is an author of The Educator’s Practical Guide to Emotional Intelligence, and a co-author of the textbook, Challenges to Integrating Diversity, Equity, and Inclusion Programs in Organizations. He is a Civil Affairs Officer in the Army Reserve and holds an M.Ed in Educational Psychology from Fordham University.
Hear part 2 of this episode podcast at Coconut Thinking!
https://coconut-thinking.captivate.fm/episode/we-are-human-beings-not-humans-doings-ft-louka-parry
How comfortable are you with not knowing, how often do you change your mind? How do cultures of personalised learning arise?
What happens when the boundaries of disciplines dissolve, replaced with meaningful projects that can have an impact on themselves, others, and the world?
Benjamin is the co-founder of Coconut Thinking, whose ambition is to create spaces for purposeful thinking and action that contribute to the welfare of the bio-collective. Coconut Thinking imagines learning ecosystems that extend beyond physical and conceptual walls. They would be inter-generational and collaborative. Alongside future-ready skills, they would teach future-saving ethics such as “practice eco-reciprocity,” “stand up for justice,” “share with solidarity,” and “act with kindness.”
Benjamin is also the Whole School Leader of Learning and Teaching, Prem Tinsulanonda International School in Chiang Mai, Thailand. Benjamin focuses on the ‘lived’ curriculum: on pedagogy, and what classroom practice looks like. He thinks about how to develop a culture of active learning, where the boundaries of disciplines start to disappear and learners engage projects that are meaningful and have an impact on themselves, others, and the world.
Benjamin speaks English and French natively, Spanish fluently, and German, Japanese, and Vietnamese, all at intermediate levels.
He holds a Ph.D. in History from the National University of Singapore (2013), a MSc of Education from Mercy College (2015), an MBA of International Business from the Thunderbird School of Global Management (2000), an MA of International Relations from the University of Denver, Joseph Korbel School of International Studies (1997), among other bachelor and graduate diplomas.
Why is it that sometimes even the most rudimentary tasks seem hard?
How can we convince ourselves and others to improve our teaching, will it take a revolution or something more practical, and what happens if we imagine “what would make this easy”?
In this episode Louka speaks with Dr Karen Edge about school leadership and school improvement strategies. She is known for her ability to blend theory and evidence-based strategy with practical insights and humour.
Dr Karen Edge is a researcher, leader and author and is currently a Reader in Educational Leadership at UCL Institute of Education and recently served as Pro-Vice Provost (International) at University College London, UK. She has conducted research in over 30 countries including a 6 jurisdiction study of teacher motivation and retention.
Karen's Global City Leaders Project worked with Generation X school leaders in London, New York City and Toronto to understand more about their work, lives and ambitions. Karen is also preparing two books on Generation X leader and City-based education policy contexts and the influence on school leaders.
Karen’s PhD focussed on knowledge management and educational reform at the Ontario Institute Education/University of Toronto.
She sits on ESRC (UK), Danish and Swiss National Research Review Panels and the Advisory Panel for International School Leadership Principals [http://internationalschoolleadership.com/] in Ontario.
She is Past Editor-in-Chief of Educational Assessment, Evaluation and Accountability (EAEA) and a current Editorial Board Member for EAEA, School Leadership and Management and Leadership and Policy in Schools.
Hunter Johnson is the Founder & CEO of two purpose-driven organisations.
Hunter leads The Man Cave, an emotional intelligence charity that has impacted the lives of 20,000 young men across Australia.
Hunter is also the CEO of STUFF™, a men's personal care brand that champions healthy masculinity. He also works as an Advisor to The Queen’s Commonwealth Trust (QCT), a charity supporting young people throughout the Commonwealth alongside Prince Harry.
Hunter's work has led him to speak around the world including presenting at the United Nations, Government House, Human Rights Commission, Sydney Opera House, Melbourne Town Hall, Graduation Ceremonies and various Universities. Hunter has been recognised as a Finalist for the 2020 Young Australian of the Year Awards (VIC), listed as one of Harper's Bazaar's "Visionary Men of 2019", named a 2018 Queen's Young Leader by Her Majesty The Queen, and 2018 Winner of the EY Social Entrepreneur of the Year Award (Southern Region).
Today we don't have a guest, we have a whole team, one that believes educational expertise lies in a collective rather than an individual.
We have 6 amazing humans from the Educational Experiences Team from the School of Cybernetics at Australian National University!
Their mission is to take cybernetics to the world, through creating and delivering innovative, research-informed educational experiences for industry, government and our communities.
Featuring Amy McLennan, Adrian Schmidt, Andrew Meares, Jess Thompson, Ben Swift, & Kelly Frame.
If you’ve run out of questions about your toaster, check out Simone Rebaudengo’s Brad the Toaster Addicted products: The story of Brad the Toaster.
Connect with them at https://3ainstitute.org/.
Why would a country cut 25 - 50% of its curriculum from schools? And what are the most powerful learning experiences to place in this new space of autonomy? Discover what Portugal is doing at a National level to build future skills through social emotional development programs from one of its chief architects of change.
In this episode Louka speaks with Pedro Cunha, who served as Deputy Director-General for Education in Portugal across four governments (2010-2017), where he was responsible for school improvement, ECEC, early school leaving, Health and Wellbeing, Inclusive Education, Curricula Enrichment, Psychology and support services.
Pedro is now Director of the Gulbenkian Program for Knowledge at the Gulbenkian Foundation, and holds a Degree, Masters and Ph.D (ongoing) in the Psychology of Education. He started his career as a school psychologist, and as coordinator of social innovation programs on substance abuse, community development and social exclusion, was Program Director and Head of Education at the Aga Khan Foundation Portugal (2003-2010) and taught at Teachers College (2008-10).
He has worked as expert at the European Commission, UN, UNICEF and the OECD. He is part of a Think Tank at the National Professional Association of Psychologists and an Observatory at the University of Minho.
Ross Hall is strategist with a fixation on transforming education into thriving learning ecosystems. He is currently co-lead of the Jacobs Foundation’s Learning Societies Portfolio, jacobsfoundation.org, which creates trustful and dynamic communities using evidence based resource allocation.
Based in Zurich, Switzerland. Ross Hall co-founded The Weaving Lab that aims to advance leadership practices that are prerequisites to creating and sustaining learning ecosystems, healthy interdependence, and ultimately universal wellbeing. See more at https://weavinglab.org.
What routines and methods do you use to innovate? And how can you design for more creativity and experience idea flow?
In this episode, Louka speaks with Perry Klebahn and Jeremy Utley who lead Stanford University's d.school Executive Education. We cover innovation, learning, leadership and the concept of Ideaflow: an experience built on discrete repeatable practices that can increase your creativity and a forthcoming book. Take a listen to hear how you can become more creative in the way you contribute at work, in school and in society and check out https://www.ideaflow.design.
On our guests:
When it comes to startups, corporations and executive leadership, Perry’s seen just about everything. He's a seasoned entrepreneur, product designer, chief executive and co-founding member of the d.school faculty with over 20 years of experience. He also loves math, motorcycles and making things. Perry brought two out of three of those interests to bear when he created a new category of sportswear by way of a high-performance shoe — a snowshoe — for his product design master’s thesis. He went on to found the Atlas Snowshoe Company, which remains the leader in snowshoe design and technology. Perry sold Atlas and became the head of Sales and Marketing for the clothing brand, Patagonia in 2000. He then went on to be named the CEO of the iconic bag company, Timbuk2 in 2007. Both opportunities gave him extensive experience in brand turn-around, design and innovation. Despite his years running startups and corporations, Perry’s true calling is teaching. He leverages the breadth and depth of his experience as he pushes his students to bring rigor and precision to their fast-paced design work. His students often tell him that, while they were intimidated by him during the course, they're grateful for the pressure he placed on them to exceed their own expectations. Perry is a founding teaching team member for the d.school’s startup gauntlet class, Launchpad, the innovation leadership course, d.leadership and the week-long executive education intensive, Bootcamp. He is also on the teaching teams for the personal development course, Designer in Society and the organizational change course, d.org. In every class, Perry guides his students to look back in order to discover what to do next and works from the unshakeable belief that it’s always possible to see a problem differently.
Perry is an Adjunct Professor and Director of Executive Education at the d.school. He holds a B.A. in Physics from Wesleyan University (1988) and a Master’s degree in Product Design from Stanford University (1991).
Jeremy never expected to be a designer. On his 10th birthday, his father asked him what he wanted to be when he grew up. Jeremy replied,”I want to be one of the people who carry boxes with handles.” A little over a decade later, Jeremy became a briefcase-carrying management consultant focusing on economic development. Then, in 2008, d.school derailed him completely. His time as a student and a fellow at the d.school showed him that “how” he worked was more important than “what” he did. Today, Jeremy is dedicated to helping others along the same path to becoming a designer. He helps people change their deeply-engrained behaviors and discover, as he did, that it is possible for them to make a difference. He does this through teaching as well as through growing alongside his students to become better in his own life and work every day.
Jeremy is the Director of Executive Education at the d.school. He is a graduate of The University of Texas at Austin’s Red McComb’s School of Business (2005) and the Stanford University Graduate School of Business (2009).
Rajika Bhandari is a scholar and practitioner in international higher education, Dr. Bhandari's work has spanned the nonprofit, private and higher education sectors across 22 countries. She is also a widely published author and speaker on issues of international education, the global competition for talent, skilled immigrants, and educational and cultural diplomacy. She is the founder of Rajika Bhandari Advisors, offering strategic guidance to nonprofits, multilateral organizations, and higher education institutions around the world, and also serves as a Senior Advisor to the Presidents' Alliance on Higher Education and Immigration.
She is author of the forthcoming book, America Calling: A Foreign Student in a Country of Possibility.
A product of international education herself, Dr. Bhandari was educated in India and the U.S. and now lives outside New York City. Learn more about her work at: www.rajikabhandari.com
How might we better understand and embrace diversity so that it leads to greater intercultural communication and empathy? In a world of so much challenge and conflict through division, what is the role of education to create peace?
In today's episode, Louka speaks with Peter Mousaferiadis, an internationally recognised thought leader of culture as a driver of peace and innovation. Before founding Cultural Infusion in 2002, Peter had an extensive career in the arts as a creative director, producer, artistic director, music director, composer, and intercultural dialogue champion. He is an expert in intercultural understanding and has produced major intercultural productions for the United Nations, the Parliament of World Religions, and the United Religions Initiative. His latest initiative is Diversity Atlas, which provides deep insights into organisational workforce and unlock the potential of diversity.
In a world where childhood has migrated online, what must we know and teach our students and children to keep them safe and help them be successful in this digital world?
In today's episode, Louka speaks with Nicholas Carlisle; a changemaker, lawyer and champion for social justice and children's well-being. He is CEO of the Power of Zero, a global campaign to reshape early learning for an increasingly connected world, by teaching young children the skills and values that they need. The campaign brings together leaders in technology with experts in children and NGOs around the world.
Nicholas graduated in philosophy and ancient history from Oxford University, worked as a barrister in Lincoln’s Inn and served as chairman of the Amnesty International UK. He has practiced as a child and family psychotherapist, and founded and led No Bully, a US based non-profit with the mission to eradicate bullying and cyberbullying worldwide. He has been recognised by Toms as a Game Changer, Ashoka as a Champion of Children’s Wellbeing and by Hearts on Fire as a visionary.
How might we reconcile the human species with the natural environment through excellent design?
This week on The Learning Future podcast, we speak with Ewan McEoin, Hugh D.T Williamson Senior Curator of Contemporary Art, Design and Architecture at the NGV. We discuss the power of design to transcend pure aesthetics and ergonomics to include the political, social and ecological contexts in which things emerge. What are the consequences of our design choices, and how do we make the true cost of choice visible? Ewan takes us through increased transparency, empathy through an object, educating educators around design, and how we can support all people to be designers. Everyone can have a go at coming up with a better way of doing something.
Ewan McEoin is Hugh D.T Williamson Senior Curator of Contemporary Art, Design and Architecture at the NGV. His role at the NGV includes collecting, advocating, and curating exhibitions, including solo, survey and thematic exhibitions. Key projects include the NGV Triennial (2017 and 2020), the annual NGV Architecture Commissions program (2015 – 2020) and the annual Melbourne Design Week program, Australia’s leading international design festival. Ewan comes to the NGV after two decades of working in design strategy, curating and publishing. He is an Adjunct Professor in the School of Design and the Social Context at RMIT University and a member of the Board of the Robin Boyd Foundation.
What does the future of productivity look like? And how does it influence the shape of organisations?
This week on The Learning Future podcast, we speak with Dr Amantaha Imber, founder of Inventium and in 2019 one of Australia’s 100 Women of Influence. Packed with insights and research, Amantha journeys with us as we explore designing organisations for deep work and greater job satisfaction. Using self-determination theory, OKRs, holacracy, the four-day working week and different chronotypes, we discuss how we might enable organisations for the future of productivity.
Dr Amantha Imber is an organisational psychologist and founder of behavioural science consultancy Inventium. Amantha is also the co-creator of the Australian Financial Review’s Most Innovative Companies list and the AFR BOSS Best Places to Work list. Amantha has helped companies such as Google, Apple, Disney, LEGO, Atlassian, the Commonwealth Bank and many others innovate more successfully and reinvent the way they approach their work.
In 2019, Amantha was named as one of the Australian Financial Review’s 100 Women of Influence. Amantha is also the host of the number one ranking business podcast How I Work, which has had over 2 million downloads, where she interviews some of the world’s leading innovators about their habits, rituals and strategies for structuring their day.
Amantha’s thoughts have appeared in Harvard Business Review, Forbes, Entrepreneur and Fast Company and she is the author of two best-selling books: “The Creativity Formula” and “The Innovation Formula”.
How might we put humanity at the centre stage of education?
This week on The Learning Future Podcast, we speak with Sarah Mercer, Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology. We discuss how we might extend the cognitive component of empathy to develop critical thinking and critical reflection, how structures create inequitable contexts, and how self-efficacy and agency within education may lead to a richer human ecosystem.
Professor Sarah Mercer's research interests include all aspects of the psychology surrounding the foreign language learning experience and the purpose of education, and the role of social-emotional learning, wellbeing and compassion. In short, how we make our education systems more human. She is the author of many books, most recently Teacher wellbeing and Engaging language learners in contemporary classrooms. Sarah has also been a principal investigator on various funded research projects and serves on numerous editorial boards.
How might we support every young person to be prepared for the present and ready for their future?
This week on The Learning Future Podcast, we speak with Professor Michael Anderson, an internationally recognised educational leader who has taught, researched, and published in education and transformation for over 20 years. We discuss how we might support every young person to have the opportunity for collaboration, critical reflection, communication and creativity to harness their present. How integrating the whole learning experience can inform our understanding of curriculum rather than a syllabus and that we change is possible, and transformation is achievable.
Professor Michael Anderson is an internationally recognised educational leader, having taught, researched and published in education and transformation for over 20 years, including 13 books and many journal articles, and is currently at the University of Sydney. His international research and practice focuses on how the 4Cs (collaboration, critical reflection, communication and creativity) can be integrated, using coherent frameworks to meet the learning needs of 21st Century learners.
His latest book is 'Transforming Education Reimagining Learning, Pedagogy and Curriculum', which takes a future-oriented re-imagining of schools focusing on innate human capacities: collaboration, critical reflection, communication and creativity.
How do we ensure that we can all be creators with emerging technologies?
Ariam Mogos is a futurist fellow in the Stanford d.school K12 Lab. She designs prototypes with K-12 educators to engage, evaluate, and create with emerging technologies, crucially grounded in ethics and digital agency. She is currently working on a set of play-based analog resources focused on machine learning, blockchain, the IOT and other technologies. A constructivist educator passionate about computing, Ariam has worked at the intersection of education, technology, equity and play in the United States, Asia, Africa and Europe.
She holds a B.S from Cornell University Industrial and Labor Relations and an MA from Columbia University in Human Rights and Global Development.
How does our diet impact our health and ability to live well? What must we know and do to decrease metabolic disease as parents, educators and citizens?
In this episode, we speak with Dr James Muecke AM, an eye surgeon, humanitarian, social entrepreneur, and the Australian of the Year for 2020. James lived and worked as a doctor in Africa and subsequently as an eye surgeon in the Middle East, battling malaria, wild animals, and rebel soldiers, he then co-founded Vision Myanmar and also Sight For All, a social impact organisation aiming to create a world where everyone can see. 80% of world blindness avoidable and James treats blindness as a human rights issue.
His focus now is type 2 diabetes – the leading cause of blindness in adults and a spiralling epidemic that's impacting nearly one-in-ten Australians. It's the fastest-growing cause of vision loss in Aboriginal people and the sixth-biggest killer in Australia like many other parts of the world. James wants to challenge our perception of sugar and the impact it has on the development of type 2 diabetes.
Does the collective good allow for greater individual growth? Are networks evolving to become the heart of peer-to-peer collaboration rather than a tool to elevate an individual’s contribution?
On The Learning Future Podcast episode, we speak with Dominic Regester, a not-for-profit executive, convenor, educator, and interim-Program Lead for Salzburg Global Seminar. We discuss educating for the common good, the fundamental importance of collaboration, and how to make space for new initiatives that support educating for a different paradigm.
Dominic is responsible for designing, developing and implementing programs on education, conservation, and the future of cities. Dominic worked for the British Council for 14 years, primarily on projects connected to global citizenship education, teacher professional development, education collaboration and internationalism in education.
Dominic has an M.A. in Chinese studies from the School of Oriental and African Studies in London and an M.A. in education and international development from University College London's Institute of Education. Dominic is a founding member of the Executive Committee for Karanga - The Global Alliance for Social Emotional Learning and Life Skills, a contributing editor to Diplomatic Courier and a Director of Amal Alliance. He is the co-editor of two recent books, 'Education Disrupted, Education Reimagined: Thoughts and Responses from Education’s Frontline During the COVID-19 Pandemic' and 'Beyond and Social and Emotional Learning across the Mediterranean: Cross-Cultural Perspectives and Approaches (2020)'.
What masks do you wear in the world? How can we all step into vulnerability and self-love to create safer, kinder communities as men?
In today's episode, Louka speaks with Ashanti Branch, an inspiring educator, advocate and social entrepreneur raised by a single mother on welfare in Oakland. After studying engineering at California Polytechnic, Ashanti found his passion for teaching while tutoring struggling students. In 2004, as a first-year teacher, Ashanti started The Ever Forward Club to provide a support group for African American and Latino males who were not achieving the level of their potential. The Ever Forward Club has since helped 100% of its members graduate high school. Ashanti is on a mission to change how students interact with their education and the way schools interact with students.
After being featured in The Mask You Live In documentary, a Fellowship at the Stanford d.school, Campaigns for Black Male Achievement, and The Gratitude Network, Ashanti has launched the #MillionMaskMovement. The #MillionMaskMovement connects people worldwide in a self-reflective experience that helps people visualise and realise, "I am not alone."
In a Covid world, all of us have experienced loss. So how might we understand grief and powerfully acknowledge the fact that all things come to an end, including our lives and those of others around us?
In today's powerful episode we speak with Zenith Virago about the rites of passage in our lives and how we can powerfully experience loss and death. Zenith is a maverick and respected pioneer, teaching both nationally and Internationally, with her work best described as assisting people to die well, and for families and friends to have a healthier bereavement, especially involving sudden death or trauma, assisting people to know and reclaim their legal rights, and co-create their own social rites of passage.
Zenith is the Executive Officer and founding member of the Natural Death Care Centre Charity for over 25 years. She is committed to cultural change, informing, educating and empowering individuals and communities and co-author of The Intimacy of Death and Dying, and subject of Zen & the Art of Dying, and patron of the Good Funeral Guide, UK.
What is education for? And how might we create a new definition of success, that enables us all to thrive in life, society, and on our planet?
In today’s episode, we speak with Valerie Hannon, co-founder of Innovation Unit, a social enterprise creating new ways for people to belong and contribute to thriving societies. We discuss learning ecosystems, how we define success, and what kind of new school we need for the learning future.
Valerie Hannon’s career spans leadership of education systems, research, teaching, and capacity building. She has supported education change programmes in numerous systems, including the UK, Europe, USA, Australia and Africa, and is a founding member and Co-Chair of the Global Education Leaders Partnership (GELP). Valerie was Director of Education for Derbyshire, and an advisor on creativity in the Department for Education. She has led many Innovation Unit education programmes, including Next Practice projects, Learning Futures (in the UK), and Learning Frontiers (in Australia). She has been consultant adviser to Finland, British Columbia in South Africa (KZA) and is an established thought leader in the field of education innovation.
Valerie is an expert adviser on education to the OECD, and a frequent contributor to the World Summit on Innovation in Education (WISE). She is a regular keynote speaker and facilitator at international conferences and workshops. Valerie’s new book, published by Innovation Unit Press, is called THRIVE: schools reinvented for the real challenges we face.
Join us for a reflection on Season One, with Louka Parry sharing highlights and themes shared from the 18 different guests that contributed their thinking against the uncertainty of 2020. A year of disruption, and a year that might be seen as one of the most important in the history of education. Thanks for joining us so far on the journey as we inquire, examine, question and illuminate the possibilities that exist for our learning future.
Ana is an award-winning media executive. She is the founder of Diplomatic Courier, the flagship media network and magazine for top diplomats and policy leaders around the world. For over a decade she has served as the chief editor of the G7, G20, and APEC summit publications. Her futuristic think tank, the World in 2050 has convened over 10,000 multi-stakeholders in the United States and Europe since 2012. And since 2006, Ana has taught Comparative Politics at Northeastern University.
This week we doing something different. Today we share an episode from our friends at The Future City Podcast, where our CEO Louka Parry and his co-host Eyal Halamish speak with Daniel Raven-Ellison. Dan is a Guerrilla Geographer, National Geographic Emerging Explorer and led the campaign to make London the world’s first National Park City. A former secondary school Head of Geography, Daniel’s work focuses on exploring and thinking about places in creative ways.
Daniel shares brilliant insights from his adventures having explored some of the world’s largest cities to understand critical themes about the way we live, how we learn best, and how we all be a part of positive change.
The Future City is a podcast with individuals about how our cities are changing. With interviews from cocktail artists to urban planners, green thumbs to financial analysts, we will share stories about how these creative thinkers and doers are shaping the city you live in.
We’ll be back next week with another episode of The Learning Future Podcast.
What does being well look like for you? And how might we all become more self-aware by designing learning environments and experiences that support collective wellbeing?
Join us for today's episode where Louka speaks with Emiliana Rodriguez on social emotional learning, ethics, neuroscience and the ABCs of wellbeing. Emiliana is Co-founder and Education Director at AtentaMente, a Mexican organisation that helps teachers to cultivate wellbeing for themselves and for children through Social and Emotional Learning programs. She holds a Master’s degree in Mind, Brain and Education from Harvard University and a Bachelor’s degree in Physics by Universidad Nacional Autónoma de México (UNAM). She has published seven books for children and adults, and works on National and Global projects that have served millions of children and educators and parents.
How do we create space for deep work? And how can we create experiences that enable deep work through productive struggle?
On this episode Louka Parry speaks with Kwaku Aning, the Director of the Center of Innovation and Entrepreneurial Thinking at the San Diego Jewish Academy. We explore human capabilities, technology, art, agency and how we can create space for deep work through productive struggle. Kwaku is an educator, professional wonderer, connector, and advocate for students. He is a global leader in STEAM and Project Based Learning utilising robotics, artificial intelligence, augmented and virtual reality.
How do we create societies where we focus on our contributions not just narrow results? How might our schools become places where our learners can be who they are and not leave their culture at the gate?
In this episode, Louka speaks with Joanne McEachen about our roles as educators, leaders and parents to consider who we are, how we fit into the world, and how we contribute to humanity? We speak about self-knowledge, contributive curriculum and the role of new assessments and activate agency.
Joanne is an author, speaker and thought-leader and is the CEO/Founder of The Learner First. She is Edmund Hillary Fellow (New Zealand), is cofounder of NPDL (Global), and is on the Executive Team of Karanga: The Global Alliance for Social Emotional Learning and Life Skills. Joanne’s methodology re-focuses school systems through the eyes of their least-served learners, supporting systems to embrace and celebrate students’ cultural identities and individual interests and needs.
How might we design schools that delight children, inspire learning, and nurture community?
Violence of all kinds has created a world of fear and trauma, especially when coupled with the mass anxiety that has been such a part of our experience of 2020. In this episode, Louka speaks with Barry Svigals, and award-winning architect, artist, educator and designer, and recently the School Safety Fellow at the Stanford d.school.
Svigals trained as an architect at the Yale School of Architecture, and also studied sculpture at the Ecole Nationale Superiere in Paris. Encompassing a wide range of clients, his firm’s architectural designs include projects for Yale University, Boston College and the University of Connecticut, as well as numerous public schools, including most recently, the new elementary school for Sandy Hook a community rocked by a tragic school shooting in 2012.
Join us for a discussion on how we create collective spaces that create safety, learning and wellbeing, by design.
What is the internet of education? And how might information and value between k-12 schools, higher ed, online learning, and employment be better shared through building the Internet of Education?
Today Louka Parry speaks with Chris Purifoy, CEO of Learning Economy, about their ambitious global goal—to increase the impact of investment in humans, solve equity gaps, and empower learners and employees with better access to their data. Chris talks about the pain points of a fragmented supply chain from schools to the workforce: skills gaps, fragmented data, equity gaps and the uncertain return on investment for human capital investors like Governments and companies. If you're interested in the future of work, emerging education models, new credentials and human capital investing, you'll love this conversation as we discuss ways to create the learning infrastructure for the 22nd Century.
How developed are your social emotional skills? When and where did you learn them? And how might schools, educators, parents and leaders more effectively support the growth of these non-cognitive, 'soft' skills, alongside technical learning and academics?
Today Louka speaks with Dr Jennifer Adams on why a stronger focus on social emotional learning can increase success both in school and in life. Jennifer is the former Director of Education of the Ottawa-Carlton School District in Canada, a network of 150+ schools supporting 72,000+ students, and she also chairs the Advisory Group of the OECD's Study on Social Emotional Skills.
Join us to hear how schools can pay more attention to the crucial skills of today and tomorrow. This delightful conversation was recorded in person during the Salzburg Global Seminar Program on SEL in Austria in the pre-Covid world.
What does it take to develop an equitable education system?
Today we speak with Dr Michael Nettles, Senior Vice President and the Edmund W. Gordon Chair of ETS’s Policy Evaluation & Research Center about assessment, education systems and equity. In 2014, President Obama appointed Dr. Nettles to the President’s Advisory Commission on Educational Excellence for African Americans.
Listen to our discussion on how education improves the quality of life and can dismantle ignorance and divisions within society. What challenges do we face as we seek to improve educational systems? And how might our tools of assessment better met the needs of all learners, especially those most marginalised by the system?
What makes for meaningful progress at work, at school and in our life? And how might we ensure that in our quests in learning, teaching, innovating and leading we aren't seduced by delusions of progress?
In today's podcast we speak with brilliant Dr Jason Fox, an author, leadership advisor and wizard-philosopher, and delve into complexity as we seek to pioneer new and meaningful progress—beyond the default.
Join us for a dangerous, sincere and ironic conversation, as we inquire into how we might not to fall prey to developmental blindness as we try to create pockets of emergence and motivational conditions through our work. How might we create visions and strategic plans while also considering them as amusing hypotheses? Into our learning future, perhaps it's honest communication coupled with how we make sense of things that offers us a savvy way to move forward and create powerful environments for work and learning.
Can we teach our children to be happy? What if we tried to teach not just one child, but 1.5 million children across one of the world’s great cities, New Delhi? What might the world learn from this approach to elevate mindfulness, social emotional learning and happiness alongside academic studies?
Join Shailendra Sharma and Louka Parry as they discuss the Happiness Curriculum, one of the reforms seeking to enhance the learning of students in the Government schools of Delhi. Shailendra is the Principal Advisor to the Minister and the Director of Education for the Government of Delhi, India. He is a member of the Delhi State Advisory Council, having worked in underprivileged areas of Delhi to facilitate access and learning among children now spread across 23 states of India. He holds a Master in Social Work from Tata Institute of Social Sciences, Mumbai, and studied Law at Delhi University.
A seven year old today will graduate as part of the Class of 2030. How might we set them up for success in our increasingly digital world? On today's episode we speak with Barbara Holzapfel, GM of Microsoft Education, about technology, social emotional learning and the future of work.
Barbara works across the entire Microsoft portfolio leading the strategic Education segment across K12 and Higher Education seeking to empower every student on the planet to achieve more.
Recorded in person during the Salzburg Global Seminar in Austria last year, we explore the role of social and emotional learning and how we can leverage technologies to personalise learning for children and young people as educators and parents.
We dive into tangible examples that can help us all support our children and learners to achieve more through enabling increased agency and choice.
Professor Patrick McGorry AO is the Executive Director of Orygen, Professor of Youth Mental Health at the University of Melbourne, and a Founding Director of the National Youth Mental Health Foundation (headspace).
Pat is a psychiatrist known world-wide for his development and scaling up of early intervention and youth mental health services and for mental health innovation, advocacy and reform.
In 2010 Professor McGorry was selected as Australian of the Year, and in our conversation we discuss the current state of mental health services, how we can better connect services and schools and how to bring about a future where we can all do well and be well.
Curiosity is perhaps the most important strength we have as human beings. How then can we ensure that we stay curious, empowering our learners, our colleagues, our employees, and our employers?
Michael Bungay Stainer has sold 700,000 copies and he is recognised as one of the leading voices in how coaching creates powerful cultures. Join us for a conversation for how might we avoid the advice trap, how we create the most powerful opportunities learning and how we can start more curious for longer.
Today is the slowest rate of change that you will experience for the rest of your life.
This has profound implications for the future of work, and the future of learning. We will all need to unlearn, relearn, and adapt for the rest of our lives.
Join Heather McGowan, co-author of The Adaptation Advantage, as she shares cutting-edge thinking from the emerging worlds of work and learning.
You’ll never think about work the same way again.
How do you feel right now?
Understanding and regulating emotions is one of the key aspects to living a good life, and in fact it’s never been more important than at this moment for our schools, workplaces and societies.
Join us for our first episode as we speak with a global leader in Emotional Intelligence. Professor Marc Brackett shares his insights as Foundation Director of the Centre for Emotional Intelligence at Yale University, and hear why our workplaces, our schools, and our society will be better if we give ourselves permission to feel.