In this mini-series, Tim Logan and Ewan McIntosh talk about some of the most interesting bits (to us) of intriguing guests on the show so far, followed by a bitesized excerpt. This second episode in the series features one of the most mlistened episodes from last year with the amazing Professor Jo Boaler. Check out the full episode here: https://spotifyanchor-web.app.link/e/jhbCnZxznKb And do check out Jo's latest book, released last month, Math-ish: Finding Creativity, Diversity, and Meaning in Mathematics - https://www.harpercollins.com/products/math-ish-jo-boaler?variant=41226038083618
In this new mini-series, Tim Logan and Ewan McIntosh talk about some of the most interesting bits (to us) of intriguing guests on the show so far, followed by a bitesized excerpt. This first short is centred on a brilliant interview with one of the world’s foremost educators, Gary Stager, originally released in January 2024. Check out the full episode here: https://spotifyanchor-web.app.link/e/NLQ93mV9aKb Gary’s a dear friend of NoTosh, and is running the last ever Constructing Modern Knowledge event this summer. If you care about students learning the skills to design their own learning I can imagine no better place to be in July.
Information and connection were once scarce resources. But no longer! So what does this mean for the way education happens? This week, Dave Cormier, author of the fantastic new book 'Learning in a Time of Abundance: The Community is the Curriculum' joins Tim. https://www.press.jhu.edu/books/title/12862/learning-time-abundance With 25 years of experience as teacher, researcher and author, Dave is interested in how technologies change what it means to learn and to have learned. He is currently a learning specialist for digital strategy and special projects at the Office of Open Learning at the University of Windsor in Ontario Canada. Social Links Website: https://davecormier.com/edblog/ LinkedIn: @davecormier - https://www.linkedin.com/in/davecormier/ Instagram: @cormierdave - https://www.instagram.com/cormierdave/
What would it mean for ALL of our young people to feel safe and that they belong in our schools? This week, it's fantastic to have Dr Emily Meadows with us on the podcast to talk about creating spaces of belonging for everyone, but in particular for LGBTQ+ young people. Dr. Emily Meadows (she/her) is an LGBTQ+ consultant and published author specializing in international schools. Emily creates an environment that is non-judgmental and engaging for her clients, while taking an intersectional approach that addresses both the why and the how of inclusion so that educators become confident and competent supporting LGBTQ+ students. In addition to her doctoral degree, Emily holds master’s degrees in both Sexual Health and Counseling, and has worked as an international school counselor for over a decade. She researches, publishes, and trains school communities on equitable policy and practice, while also teaching for the LGBT Health Policy & Practice graduate program at George Washington University. Emily has developed inclusion standards, referenda, and trainings for professional organizations such as the New England Association of Schools and Colleges (NEASC), the National Association of School Psychologists (NASP), The Fulbright Commission, the Association for International Educators and Leaders of Color (AIELOC), the Association for the Advancement of International Education (AAIE) and the American Psychological Association (APA). Having spent more than half of her life in international schools, Emily specializes in culturally-relevant solutions to promote equity and inclusion worldwide. Additional resources Supporting LGBTQ students: https://www.cois.org/about-cis/perspectives-blog/blog-post/~board/perspectives-blog/post/preparing-lgbtq-students-for-an-overnight-camp "Transgender Student Support Toolkit for International School Counselors": https://iscainfo.com/Transgender-Student-Support Wheel of Safety and Belonging: https://www.cois.org/about-cis/perspectives-blog/blog-post/~board/perspectives-blog/post/can-diversity-equity-and-belonging-initiatives-create-division-in-schools-and-a-framework-to-help LGBTQ+ Identity Affirmation in International Schools: An Ethical Framework for Educators: https://journals.sagepub.com/doi/abs/10.1177/01614681231194416
There are many myths that hold teaching back. But more than any 'trad' or 'prog' debates about pedagogy, perhaps the most powerful one is the mind-body split. This week we welcome Professor Guy Claxton to talk about his forthcoming book on the importance of 're-membering' our learning bodies and reconnecting our ideas about education! Guy Claxton is Emeritus Professor at Winchester University and Visiting Professor of Education at King's College London. He has previously taught and researched at Oxford University, Bristol University, and the University of London Institute of Education, and is an internationally renowned cognitive scientist. Guy's books include The Future of Teaching and the Myths that Hold it Back (2021), Hare Brain, Tortoise Mind (1998); Wise Up (1999): The Challenge of Lifelong Learning; The Wayward Mind (2005); and Intelligence in the Flesh (2015). Recent books on education include Expansive Education (2013); What's the Point of School? (2008); Building Learning Power (2002); and, with Bill Lucas and others, New Kinds of Smart; The Learning Powered School (2011); and Educating Ruby (2015). Guy's Building Learning Power approach to teaching is widely used in all kinds of schools across the world. You can find more about Guy on his website at: https://www.guyclaxton.net/ The Active Inference paper by Laura Desirée di Paolo et al (2024), referenced by Guy in the conversation, can be found here: https://www.researchgate.net/publication/377634490_Active_Inference_Goes_to_School_The_Importance_of_Active_Learning_in_the_Age_of_Large_Language_Models Social Links X: @GuyClaxton - https://twitter.com/GuyClaxton
With the recent release of her book 'Every Child Can: Riverside School's Design-Led Approach to Empower Children', the wonderful Kiran Bir Sethi is joining us again on the podcast this week. Kiran Bir Sethi is a designer who became a teacher, a principal who grew into an education reformer and subsequently morphed into a social entrepreneur. A trained graphic designer from the National Institute of Design, she comfortably uses the language of design – iteration, prototype, design specs – to develop not only curriculum innovation, but also community-based social programmes. Kiran founded the award winning Riverside School in Ahmedabad, India, in 2001. Riverside, is viewed as a laboratory to prototype design processes that uses a systems approach to build a culture of empowerment, graduating young citizen leaders with an ‘I CAN Mindset’ – using their agency for the greater good. Riverside won the T4 Education 'World's Best School Prize' for innovation in 2023: https://t4.education/worlds-best-school-prizes/the-five-prizes/innovation/. In 2009, Kiran launched Design for Change which uses a simple 4 step design framework – FIDS (Feel, Imagine, Do, Share) to cultivate the I CAN mind-set in all children. Today, DFC is the world's largest movement of change - of and by children, and is in 60+ countries—impacting over 2.2 million children and 65,000 Teachers. Kiran is a judge for the prestigious YIDAN Prize and a Visiting Global Fellow at the Harvard Graduate School of Education. In 2019, she was awarded the Earth Prize in Luino, Italy, the Lexus Design Award for 2019, in Pune, India, and DFC has been recognised man times as one of the 100 most innovative educational programmes in the world by HundrED.org. Social Links Instagram: @kiranbirsethi - https://www.instagram.com/kiranbirsethi/ Twitter: @kiranbirsethi - https://twitter.com/kiranbirsethi LinkedIn: @kiranbirsethi - https://www.linkedin.com/in/kiranbirsethi/
This episode will hopefully give you a sense of where the most promising organisations in the world who are innovating around assessment are at, and what the prospects are looking forward for significant assessment change. You can also check out Episode #72 with Sandra Milligan. I am joined by Prof. Sandra Milligan from Melbourne Metrics, Bill Lucas from Rethinking Assessment and Mike Flanagan and Patricia Russell from Mastery Transcript Consortium. Melbourne Metrics Website: https://education.unimelb.edu.au/melbourne-assessment New Metrics Partner Schools: https://education.unimelb.edu.au/melbourne-assessment/our-research/new-metrics#aboutThe International Big Picture Learning Credential: https://www.bigpicture.org.au/what-international-big-picture-learning-credential Sandra's LinkedIn: https://www.linkedin.com/in/sandra-milligan-223b384a?miniProfileUrn=urn%3Ali%3Afs_miniProfile%3AACoAAAp9jjsB5xVeP0Ygvbn2XC33I-bcL0ACsCY&lipi=urn%3Ali%3Apage%3Ad_flagship3_search_srp_all%3BOaCWQPVdS%2BKv0N3bE64NYw%3D%3D Melbourne Metrics on X: https://twitter.com/MelbMetrics Rethinking Assessment Website: https://rethinkingassessment.com/ Rethinking Assessment in Education - The Case for Change: https://rethinkingassessment.com/assessment-around-the-world/ Blueprint for Change: https://drive.google.com/file/d/1NoyUc3P-wFi_LCJS0SlzzUrQxkLC2WsG/view?usp=sharing Mastery Transcript Consortium (MTC) Website: https://mastery.org/ ETS and Mastery Transcript Consortium (MTC) Join Forces to Scale Skills Transcript: https://www.ets.org/news/press-releases/ets-mastery-transcript-consortium-mtc-join-forces-scale-skills-transcript.html MTC on X: https://twitter.com/MastTranscript MTC on Instagram: https://www.instagram.com/masterytranscript/
Kevin Simpson is one of those rare special people who thrive on connecting others And bringing people together around shared causes and visions of a different kind of education system free from injustice and discrimination. Kevin is founder of the Association of International Educators and Leaders of Color (https://aieloc.org/), and through AIELOC, one initiating partners of the International School Anti-Discrimination Taskforce (https://isadtf.org/). Alongside ECIS, Ecolint and IB, their collective aim is to "make schools truly diverse, inclusive, safe, equitable and welcoming for all students, staff and families". Kevin owns and operates KDSL Global (http://kdslglobal.com/), an international education consulting company which launched in 2016 in the US and the UAE. He and his team have served thousands of schools, educators, and leaders worldwide in over 60 countries. He is also the Co-Founder of the UAE Learning Network, leads the ASCD Connected Community for the GCC region, and is Co-Founder of Resourceya. Kevin Simpson is a native of Flint, Michigan and holds a Bachelor of Arts degree in Education and a Master of Education degree in Curriculum and Teaching from Michigan State University (USA). As we discuss in the podcast, Shwetangna Chakrabarty wrote a great piece about the 'Leadership for Radical Dreaming' at the AIELOC conference: https://www.tieonline.com/article/3674/radical-dreaming-aieloc-conference Social Links LinkedIn: @kevin-simpson-kdslglobal - https://www.linkedin.com/in/kevin-simpson-kdslglobal/ Instagram: @kdslglobal - https://www.instagram.com/kdslglobal/ X: @GlobalKdsl - https://twitter.com/GlobalKdsl
All the talk about systems change in education is great, and a topic we cover lots on the podcast. But the current reality for many educators might feel very removed from such visions. And yet, when you get into the details of what really deep and energised inquiry looks like with curious and questioning young people in classrooms, the two worlds feel a lot closer. And there are few people that know the specifics of what great inquiry-based learning looks like in theory and practice better than Trevor Mackenzie, so it was fantastic to be able to sit down with him this week to chat about it. We talk about teacher dispositions, question routines, provocations, levels of structure, and also the way that an inquiry stance can show up in all cultures in different ways as humility and curiosity. Trevor MacKenzie (https://www.trevormackenzie.com/who-i-am) is an experienced teacher, author, keynote speaker and inquiry consultant who has worked in schools throughout Australia, Asia, North America, South Africa and Europe. Trevor’s passion is supporting schools in implementing inquiry-based learning practices. He is a highly regarded speaker known for his heartfelt storytelling, kind demeanour, and student-first philosophy. Trevor’s graduate research focused on identifying and removing the barriers to implementing inquiry-based learning in the K-12 setting. He has three publications: Dive into Inquiry, Inquiry Mindset Elementary Edition, and Inquiry Mindset Assessment Edition all published by Elevate Books Edu. He has vast experience supporting schools across several years in implementation strategies in public schools, international schools, and International Baccalaureate programmes (PYP/MYP/DP). As a classroom teacher in Victoria, BC, Canada, Trevor brings a unique lens to authorship, consultancy, keynoting, and research. He is in his own classroom working with scholars in inquiry and he visits schools around the world supporting them in their inquiry implementation. This provides rich context and experience, a holistic approach to the work, and authentic and refined resources to be shared. Trevor is the best selling author of three publications: author of Inquiry Mindset Assessment Edition (2021), co-author of Inquiry Mindset Elementary Edition (2018), and the author of Dive into Inquiry (2016) all published by Elevate Books Edu. Trevor's new book Inquiry Mindset Questions Edition will be published later this year: https://www.trevormackenzie.com/posts/2024/4/14/announcing-inquiry-mindset-questions-edition Social Links LinkedIn: @trevor-mackenzie - https://www.linkedin.com/in/trevor-mackenzie-37103b261/ Instagram: @trev_mackenzie - https://www.instagram.com/trev_mackenzie/ X: @trev_mackenzie - https://twitter.com/trev_mackenzie
Over the last decade, there has been a surge of interest in the evidence and research-backing that support choices that educators and leaders are making in schools. In an effort to prove “what works” they reach for the Cognitive and so-called learning sciences. Personally, I’ve always felt a bit uncomfortable about how narrow these discussions are, focusing only on memory, cognitive load, retrieval and other terms that will be familiar to you if you’ve been involved in these discussions. As you’ll hear in this conversation with Dr Laura Desirèe Di Paolo, our brains are not simply memory machines! In fact, our mind-brain-bodies are incredible production machines performing active inference constantly in order to make sense of and act in the world Dr Laura Desirèe Di Paolo is a researcher, Philosopher of Cognitive Science at the University of Sussex, UK and in the Moritz-Stern-Institut at the University of Göttingen, Germany. Her research is focused on the material world in education, development, and evolution and she is currently working in Andy Clark’s team on XScape. Material Minds: Exploring the Interactions between Predictive Brains, Cultural Artifacts, and Embodied Visual Search - https://www.sussex.ac.uk/research/centres/media-arts-humanities-institute/research/project/science/xscape Doctor of Philosophy, Philosophy of Life and Cognitive Sciences, “Sapienza” - University of Rome (April, 14th 2014), cum Laude: “Culture Under Construction. The Role of Learning in Reading Others’ Mind and Building a Cultural Niche”, supervisors: Prof. Elena Gagliasso, Prof. Roberto Cordeschi, Prof. Enrico Alleva; Commettee: Prof. Ines Crispini, Prof. Massimo Dell’Utri, Prof. Francesco Ferretti. (https://sussex.academia.edu/LauraDesir%C3%A9eDiPaolo/CurriculumVitae) She has an academic background in social learning, the evolution of culture in humans and animals and comparative psychology. She is the co-editor of the book, Evolution of Primate Social Cognition. Most recently, and the thing that brought Laura’s brilliant work to my attention was her paper published in January, ‘Active Inference Goes to School: The Importance of Active Learning in the Age of Large Language Models’. January 2024 by Laura Desirèe Di Paolo, Avel Guénin--Carlut, Axel Constant and Andy Clark - https://www.researchgate.net/publication/377634490_Active_Inference_Goes_to_School_The_Importance_of_Active_Learning_in_the_Age_of_Large_Language_Models Other useful resources on Active Inference: Andy Clark's book 'The Experience Machine: How Our Minds Predict and Shape Reality' - https://www.amazon.fr/Experience-Machine-Minds-Predict-Reality/dp/B0BFGK2KX4 Anil Seth's 2017 TED Talk 'Your brain hallucinates your conscious reality' - https://www.ted.com/talks/anil_seth_your_brain_hallucinates_your_conscious_reality?language=en And if you're ready for something stronger, check out Karl Friston's co-authored book 'Active Inference: The Free Energy Principle in Mind, Brain, and Behavior' - https://mitpress.mit.edu/9780262045353/active-inference/ Subscribe to the Active Inference Institute channel on Youtube - https://www.youtube.com/@ActiveInference/featured Social Links Instagram: @lauraddp - https://www.instagram.com/lauraddp/ LinkedIn: @lauradesireedipaolo - https://www.linkedin.com/in/lauradesireedipaolo/ X: @LauraDesiree_DP - https://twitter.com/LauraDesiree_DP
Eric Dozier (https://www.ericdozier.com/) is not only an incredible musician and, as he calls himself, itinerant blues preacher, but also a cultural activist and anti-racism educator. We talk about the power of music as a social force that brings people together to learn, builds community and holds space for transformation, in particular in Eric’s critical work challenging white supremacy culture and racial injustice. Eric is former musical director for the World Famous Harlem Gospel Choir and the award winning Children’s Theatre Company of NYC, co-founder and former National Director of Arts and Education for One Human Family Music Workshops, Inc., an organization devoted to eradicating discrimination by ‘Uniting the World.. One Song at a Time"; and one-half of the duo Moanin' Sons, which develops a creative context, through music, to address racial inequality. Through his insightful lyrical stylings, soulful melodies, and interactive workshops, he continues to dedicate his musical, spiritual, and intellectual talents to welding the hearts and minds of a divided humanity into one loving fellowship. Eric is also the co-founder of the Oneness Lab with Homa Tavangar a previous guest on the podcast (https://www.onenesslab.com/). And the co-composer of ‘Henry Box Brown - A Musical' a music about the true story of Henry Box Brown, an 1850’s enslaved Virginia man who shipped himself to freedom in a box with the help of African American and white abolitionists. Hopefully soon to be opening on Broadway!: https://www.henryboxbrownthemusical.com/ In this episode you can hear Eric perform his stunning song 'Cotton and the Cross' that he wrote, with Ketch Secor from Old Crow Medicine Show. Social Links Instagram: @ericdozier - https://www.instagram.com/ericdozier/ LinkedIn: @ericdozier - https://www.linkedin.com/in/ericdozier/
What does it mean to help our young people understand all of the forces that have brought us to where we are, and also to take real responsibility for all of the benefits and harms that that has caused, in particular to indigenous communities around the world? What kinds of education might 'enable healthier possibilities of (co)existence that are viable, but are unthinkable/unimaginable within our dominant cognitive and affective frames of reference.' (GTDF Collective, Global Citizenship Otherwise, p3) An education of the gut and the heart, not just the head! This week, it was an honour to chat to the amazing Dr. Vanessa de Oliveira Andreotti. Vanessa is the Dean of the Faculty of Education at the University of Victoria. She is a former Canada Research Chair in Race, Inequalities and Global Change and a former David Lam Chair in Critical Multicultural Education. Vanessa has worked extensively across sectors internationally in areas of education related to global justice, global citizenship, critical literacies, Indigenous knowledge systems and the climate and nature emergency. Vanessa is the author of Hospicing Modernity: Facing humanity’s wrongs and the implications for social activism: https://www.northatlanticbooks.com/shop/hospicing-modernity/ You can find links to her Gesturing Towards Decolonial Futures Arts/Research Collective: https://decolonialfutures.net/ Global Citizenship Otherwise Study Program, created by Gesturing Towards Decolonial Futures: https://decolonialfutures.net/wp-content/uploads/2019/05/decolonial-futures-gce-otherwise-1.pdf Vanessa is also one of the designers of the course 'Facing Human Wrongs: Climate Complexity and Relational Accountability': https://continuingstudies.uvic.ca/teaching-learning-and-development/courses/facing-human-wrongs-2-0-climate-complexity-and-relational-accountability/ Social Links LinkedIn: @vanessa-andreotti GTDF Youtube channel: https://www.youtube.com/@DecolonialFuturesCollective
With so much talk about 'systems thinking' in education, sometimes it can become framework overload! Which one should I pick? What's the difference between them anyway?! This week, it is a huge privilege to chat to someone who has been doing this longer than most! Professor Ray Ison has been teaching systems practice for the Open University for the last 4 decades. He shares his wisdom to cut through the jargon! Ray is a cybernetician, systems scientist, and Professor of Systems at the Open University in the UK. He is currently President of the International Federation for Systems Research (IFSR). He was also Professor Systems for Sustainability at Monash University, and fellow at the Centre for Policy Development, and President of the International Society for the Systems Sciences in the year 2014-15. He is known for his work on systems praxeology within rural development,[1] sustainable management,[2] systemic governance and the design and enactment of learning systems. An incredibly useful and practical overview of many ofthe topics discussed in this episode can be found in Ray's book, Systems Practice: How to Act. In situations of uncertainty and complexity in a climate-change world. (2017): https://oro.open.ac.uk/51143/ For a full overview of Ray's life and work you can read his Wikipedia page here: https://en.wikipedia.org/wiki/Ray_Ison Social Links LinkedIn: @ray-ison
This week I’m chatting with Jamilah Pitts, whose incredible work challenges us to root our educational practices in activism, healing and love. This is so that we tell the truth about the deep biases and harms that continue to persist within our societies and many of our educational settings. Jamilah’s work follows in the incredible tradition of bell hooks, Audre Lorde, James Baldwin and many others. Jamilah is an educator, writer, social entrepreneur and yoga teacher whose work centers the liberation, healing and holistic development of communities of the global majority. She has served in various roles and spaces to promote racial justice and healing as a teacher, coach, assistant principal and as a dean. As the Founder and CEO of Jamilah Pitts Consulting, Jamilah partners with schools, communities and organizations to advance the work of social and intersectional justice through an emphasis on wellness and educator training. Jamilah is also the Founder of She, Imprints, an organization designed to support the unique wellness needs of women and girls of color through advocacy, coaching programs, curriculum design, training and wellness retreats. Jamilah’s written work has appeared in the Huffington Post, Learning for Justice, and Edweek. Jamilah’s amazing book, Toward Liberation: Educational Practices Rooted in Activism, Healing and Love, was published in November. She can be found at jamilahpitts.com.
In this week’s conversation, with Professor Rex Li and Dr Clara Cheng, we take a wide-ranging look at how we can take inspiration and ideas from past educational projects, such as those of John Dewey and Howard Gardner, as we develop education into the future. But also learning from their experience at GT College in Hong Kong, how can we use research and inquiry themselves as practices to enable students and educators to deepen their own learning and growth as individuals, but also as part of a broader learning community. Professor Rex Li (https://www.profrexli.com/ ) is a psychologist and a prominent educator of the gifted in Hong Kong. He is the Founder and Curriculum Director of GT (Ellen Yeung) College, Hong Kong and founder of the Gifted Education Council. He is the author of ‘Rediscovering John Dewey: How His Psychology Transforms Our Education’ (2020): https://www.amazon.co.uk/Rediscovering-John-Dewey-Psychology-Transforms/dp/9811579407 and many other books on gifted education and multiple intelligences: https://www.gtcollege.edu.hk/books-publications/ Dr Clara M. L. Cheng is the Head of Research and Training, English Language Panel Head (Senior Form) and Vice Head of International Exchange Group at GT (Ellen Yeung) College: https://www.linkedin.com/in/clara-cheng-632aa7a1/ Social Links GT (Ellen Yeung) College - https://www.gtcollege.edu.hk/ Contact Prof. Li at https://www.profrexli.com/
Homa Tavangar (https://homatavangar.com/ ) is an incredible educator and leader. She is the co-founder of the Oneness Lab with Eric Dozier (https://www.onenesslab.com/ ) where she helps schools and companies go ‘deeper than diversity,’ as well as the Big Questions Institute, (https://bigquestions.institute/) where, with her co-founder Will Richardson, she leads professional learning opportunities to build capacity and design the future with fearless inquiry for individuals, schools, and many other education-related organisations. Homa is the author of widely-acclaimed books, including Growing Up Global: Raising Children to Be At Home in the World (Random House, 2009), Global Kids: 50+ Games, Crafts, Recipes & More from Around the World (Barefoot Books, 2019), The Global Education Toolkit for Elementary Learners (Sage/Corwin, 2014), co-author of a 3-book series with Professor Yong Zhao on educating creative, entrepreneurial World Class Learners (Corwin, 2016), and contributor to Mastering Global Literacy, by Heidi Hayes-Jacobs, ed. (Solution Tree, 2013). Most recently she co-authored 9 BIG Questions Schools Must Answer to Avoid Going “Back to Normal” (*Because “Normal” Wasn’t That Great to Begin With). Social Links LinkedIn: @homatavangar - https://www.linkedin.com/in/homatavangar/ Instagram: @homatavangar - https://www.instagram.com/homatavangar/ X: @homatav - https://twitter.com/homatav?lang=en
How are the knowledge and skills that we choose to teach or not teach implicated in the power structures and political histories of the places in which we live? Professor Jonathan Jansen (https://www.jonathanjansen.org/ ) is Distinguished Professor of Education at the University of Stellenbosch, South Africa. He is currently President of the South African Academy of Science and the Knight-Hennessey Fellow at Stanford University (2020). In his work, Professor Jansen explores how we keep radical ideas alive in bureaucratic structures. Is there a destination we arrive at called a decolonised curriculum or is it an ongoing process of meeting power structures and institutionalised biases? What's the role of language in the decolonising process if we can't even communicate with each other? What is the role of education in constructing national identities in ways that are inclusive of the diversity of people in most communities? A selection of his most recent books: Decolonisation in Universities: The Politics of Knowledge (2019) - https://www.google.fr/books/edition/Decolonisation_in_Universities/efWADwAAQBAJ?hl=en&gbpv=0 The Decolonization of Knowledge: Radical Ideas and the Shaping of Institutions in South Africa and Beyond [with Cyrill A. Walters] (2022) - https://www.google.fr/books/edition/The_Decolonization_of_Knowledge/KNduEAAAQBAJ?hl=en&gbpv=0 Corrupted: A study of chronic dysfunction in South African universities (2023) - https://www.google.fr/books/edition/Corrupted/saeUEAAAQBAJ Social Links X: @JJ_Stellies - https://twitter.com/JJ_Stellies LinkedIn: @jonathan-jansen - https://www.linkedin.com/in/jonathan-jansen-543123b1/
This week’s episode is a conversation about the importance of play and playfulness with the fantastic Dr. Jane Hession and Ronan Healy. Based on their extensive research and expertise of the Lego Serious Play method, Jane and Ronan are successfully reintroducing play to learning and work environments as an invitation to qualitatively different modes and types of experiences for teams. We also talk about the way in which play using boundary objects such as Lego, can enable inclusive learning environments. Ronan and Jane are the Co-founders of How Might We, a Limerick-based design consultancy. Jane is a published author whose book ‘Women In The Modern Workplace’ examines how family, finance, networking and mentoring affect women’s decisions to establish a business. Jane and Ronan are also the hosts of the Seeking Play podcast: https://open.spotify.com/show/42Rp28RCD0DmyjjA1vQQIU?si=620ca36a318a413b Social Links Web: www.howmightwe.ie Email: jane@howmightwe.ie / ronan@howmightwe.ie LinkedIn: https://www.linkedin.com/company/how-might-we-service-design X: https://twitter.com/howmightwe Instagram: https://www.instagram.com/howmightwe.ie/
Professor Natalia Kucirkova is Professor of Reading and Early Childhood Development at the University of Stavanger. She researches children’s use of media and technologies. She is especially interested in children’s use of e-books and literacy apps, particularly in relation to the use of personal data (digital personalization) and evidence-based approach to EdTech. Her latest project "Sensory Books" is about reading that engage children's sense of smell. She is a passionate advocate for social justice, women leadership and embedded research impact. Natalia is also CEO and Co-Founder of WiKIT which is a university spin-out based in Norway, with a global network of specially trained researchers, to match scientists with ethical EdTech and enable properly evidence-driven edtech products. She is also the author of The Future of the Self: Understanding Personalization in Childhood and Beyond’. Social Links LinkedIn: @natalia-kucirkova YouTube: @edtechchildrenliteracy
Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Faculty of Education, University of Melbourne in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education. In this conversation we chat about why the US should abandon PISA - the "nonsensical global academic horse race": https://dianeravitch.net/2024/02/12/yong-zhao-why-doesnt-the-u-s-scrap-pisa/ "If ChatGPT had taken the 2022 PISA, it is highly likely that it would outscore all the students in the world.” We also discuss why countries generally should stop comparing and borrowing from each other, and why diversity and localisation and personalisation are Yong’s keys to how the educational landscape needs to develop in the future. Recent books and articles: Duck and Cover: Confronting and Correcting Dubious Practices in Education with Rick Ginsberg (2023) 'Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China' (2018). '“Testing treats students as enemies and are often launched against them in an ambush”, wrote Mao in 1964, “It works against the active and lively development of youth morally, intellectually, and physically”' Learning for Uncertainty: Reach for greatness (2023) Social Links LinkedIn: @yong-zhao X: @YongZhaoEd