Future Learning Design Podcast

The Schools Plus Network was launched in May by the OECD Directorate for Education and Skills, led by Andreas Schleicher (previous guest on the podcast, Ep #38). The network is intended to position schools as the drivers of innovation and gather and connect the best innovative practices from schools around the world to share them with others. The network will work across three dimensions, to: Foster exchange between networks;  Scale up learning and innovation;  Inform policy, research and practice and the global education debate. Anna Pons is project lead of the Global Teaching InSights at the OECD Directorate for Education and Skills. This initiative aims to use video to advance research on how teaching varies across countries and what practices are most effective for raising student outcomes, and to develop an online library to enable teachers to learn and share with their peers from across the globe. Previously, Anna co-ordinated the accession process of Costa Rica, Colombia and Latvia to the OECD in the area of education. Also, she co-authored in-depth reviews of the effectiveness and equity of nine education systems as well as the report Equity and Quality in Education, which identified system and school-level policies and practices for supporting disadvantaged schools and students. Prior to joining the OECD in 2010, Anna gained work experience in the Catalan government, a local government, and the private sector. Anna holds a BA in Economics and a BA in Political Science from University Pompeu Fabra, and a Master in Economics and Public Policy from Sciences Po, ENSAE and École Polytechnique. Leila Loupis is the Schools Plus Network Coordinator and Analyst at the OECD. Previously she was a senior coordinator of the Teacher Task Force network for UNESCO and has worked as a Communications Specialist for the United Nations and on the UNESCO EFA Global Monitoring Report. Links for further information Web: https://www.oecd.org/education/school/oecdschoolsnetwork.htm Email: OECD.SchoolsPlus@oecd.org Twitter: @OECDEduSkills; @OECDDev; @aponsv

Prof. Alison Clark discusses slow pedagogies, deep learning, cultural influences on education, and the role of play. She explores the challenges of teacher education and the value of play and flow in education, emphasizing the importance of providing open spaces and enough time for students to experience flow.

Dr Helen Street is a social psychologist and educator and has worked extensively with schools around the world since 1999. She holds a position as Honorary Research Fellow at the University of Western Australia, Graduate School of Education as well as adjunct research consultant for the health department of Western Australia’s Centre for Clinical Interventions. Helen is the Founder and Co-Chair of the Positive Schools Initiative (PSI). Since its launch in 2008, the Positive Schools Initiative has worked with over 26,000 educators from over 6000 schools and colleges; from around Australia and 15 other countries. Positive Schools Initiative is focused takes an evidence-based systems approach to building Contextual Wellbeing, positive mental health and resilience in school staff, parents and young people. Helen is a bestselling author and speaker and her most recent book is Contextual Wellbeing: Creating Positive Schools from the Inside Out (2018). Her work has been met with international acclaim and has been endorsed by His Holiness the Dalai Lama among many others. Social Links LinkedIn: @helen-street Twitter: @drhelenstreet

Dr Philippa Hardman is a learning scientist and affiliated scholar at the University of Cambridge. She is the creator of the ⁠DOMS™️ learning design engine⁠ - a groundbreaking evidence-based learning design process. She is a thought leader in the world of learning design and has spent 20+ years researching learning science & designing in-person, online & hybrid learning experiences. Phil has designed some of the world's most high-impact learning experiences, including the University of Oxford's first and most successful MOOC. She also successfully led the largest learning design project in history while VP of Learning at ed-tech start-up, Aula. More recently, Phil has started to consider the role of AI in learning design and delivery and recently delivered a TEDX Talk on AI and Education. Phil's Substack: @LearningFuturesDigest Connect with Phil on LinkedIn here.

In this podcast, Carl Honoré, bestselling author and the voice of the Slow Movement, discusses the rise of competitive parenting, the impact of measuring time on the speed of life, the limitations of the traditional schooling system, the deeper meaning of the Slow Movement, managing technology and addiction, reclaiming temporal autonomy, the power of slow fixes, and the unintended consequences of quick fixes.

Following on from Part One, this episode brings together many different voices on generative artificial intelligence (AI), from students reflecting on the fragility and uncertainty of their future lives and careers through to system leaders responding to the hyperbole around the advances in AI. In this episode, Tim Logan speaks with: Given, Alice, Zak, Amerali, Gijs and Alex - Grade 11 students at UWC Atlantic College, Wales [starts at 01:54] Raja Rouissi - English Coordinator and English Language teacher at Al Durrah International School, Sharjah [starts at 30:23] Heather Beck - incoming Head of School at Awty International School [starts at 45:48] Dwayne Matthews - Chief Innovation Evangelist and Education Strategist at TomorrowNow Learning Labs [starts at 01:16:37] Gary Stager - Founder and CEO of Constructing Modern Knowledge [starts at 01:37:01] Matt Glanville - Director of Assessment at the International Baccalaureate [starts at 01:58:06] Check out Part One in Episode #107, including: Martin and Rosetta - 13/14yr old students from the American international section of a public school in Bordeaux ⁠Chantelle Love⁠ - Grade 5 teacher at ⁠Australian International School of Phnom Penh⁠, Cambodia ⁠Raj Bolla⁠, Vice Principal at ⁠International School Ho Chi Minh City⁠ and ⁠Dr Tosca Killoran⁠, Deputy Head at International School Ho Chi Minh City ⁠Bodo Hoenen⁠ - Co-Founder and CEO of edtech company ⁠Nolej AI⁠ ⁠Lord Tim Clement-Jones⁠ - Co-Chair ⁠All-Party Parliamentary Group on AI⁠, Chair of ⁠The Institute for Ethical AI in Education⁠ and Chair of Council at ⁠Queen Mary University of London⁠.

Speakers discuss the implications of advanced AI in education, including using AI for homework assignments and its potential as an artist. Dangers of AI rewriting its code and controlling human lives are explored. The impact of social media on student well-being and the diverse perspectives on advanced AI in education are discussed. The potential of advanced AI to transform education is explored, along with the importance of serendipity in learning. Opportunities, risks, and ethical considerations of AI in education are examined.

Dr. Mary Helen Immordino-Yang⁠ studies the psychological and neurobiological bases of social emotion, self-awareness and culture and their implications for learning, development and schools. She is a Professor of Education at the ⁠USC Rossier School of Education⁠, a Professor of Psychology at the Brain and Creativity Institute, a member of the Neuroscience Graduate Program Faculty at the University of Southern California, and Director of the USC ⁠Center for Affective Neuroscience, Development, Learning and Education (CANDLE)⁠. Mary Helen was elected 2016-2018 president of the International ⁠Mind, Brain and Education Society⁠ by the society’s membership. She is serving as a distinguished scientist on the Aspen Institute’s National Commission on Social, Emotional and Academic Development and the National Academies of Sciences, Engineering, and Medicine’s Committee on the Science and Practice of Learning. Mary Helen is also associate Editor for the award-winning journal Mind, Brain and Education and for the new journal AERA Open, and sits on the editorial boards of the Journal of Experimental Psychology. In her research work, Mary Helen leads cross-cultural, longitudinal studies investigating adolescent brain and social-emotional development, academic success and relations to school and life achievement in urban contexts as well as the neural and psychosocial correlates of mindsets in low-SES adolescents from different cultural groups. She also serves as scientific adviser to several Los Angeles schools/districts. Mary Helen’s 2015 book, ⁠Emotions, learning and the brain: Exploring the educational implications of affective neuroscience⁠, is available from W.W. Norton publishers (author proceeds are donated to education-related causes).  In May 2020, Mary Helen wrote a must-read article in ASCD with ⁠Doug Knecht⁠ (⁠Bank Street College of Education⁠) entitled ⁠Building Meaning Builds Teens' Brains⁠, if you're interested to find out more about the significant implications of Mary Helen's work this is a great place to start! Social Links LinkedIn: ⁠@maryhelenimmordino-yang⁠ Twitter: ⁠@CandleUSC Dr. Zachary Stein is a philosopher of education, psychologist, futurist, and author. He is a founding member of The Consilience Project, with Daniel Schmachtenberger, which is dedicated to improving public sensemaking and building a movement to radically upgrade digital media landscapes. Zak is also co-founder of Lectica, Inc. (with Theo Dawson, a non-profit dedicated to the research-based, justice-oriented reform of large-scale standardized testing in K-12, higher-education, and business), as well as the Civilizational Research Institute, and the Center for World Philosophy and Religion. Zak is the author of Social Justice and Educational Measurement (2016) and Education in a Time Between Worlds: Essays on the Future of Schools, Technology, and Society (2019).

Prof. Yusef Waghid, a leading African philosopher of education, holds three doctorates in the fields of education, policy, and philosophy from the University of the Western Cape and Stellenbosch University in South Africa, respectively. As a tenured professor since 2002 he was honoured with the title of distinguished professor (2014-2023) on the grounds of his research excellence at Stellenbosch University. He has been a prolific author with 419 publications to date of which 54 are academic books and edited collections and, 89 invited contributions to books. He received the Association for the Development of Education in Africa's prestigious Education Research in Africa Award: Outstanding Mentor of Education Researchers (2015). Throughout his tenure, he occupied leading management positions at Stellenbosch University, such as having been appointed Chair of the Department of Education Policy Studies (2003-2007, 2022); and Dean of the Faculty of Education (2007-2012; 2017-2018). In the main, his long-standing relationship with education began as a high school science teacher (1979-1996) before he joined higher education as a senior teaching advisor to advance his professional career in higher education (1996-).   His published works includeTowards an Ubuntu University: African Higher Education Reimagined (Palgrave-MacMillan, 2023, with Zayd Waghid, Judith Terblanche, Faiq Waghid, Lester Shawa, Joseph Hungwe, Thokozani Mathebula & Foreword by Carlos Alberto Torres); Education, Crisis, and Philosophy: Ubuntu within Higher Education (Routledge, 2022); Democratic Education as Inclusion (Lexington, 2022, with Nuraan Davids); Higher Teaching and Learning for Alternative Futures (Palgrave-MacMillan, 2021, with Zayd Waghid, Judith Terblanche & Faiq Waghid); Academic Activism in Higher Education: A Living Philosophy for Social Justice (Springer, 2021, with Nuraan Davids); Towards a Philosophy of Caring in Higher Education: Pedagogy and Nuances of Care (Palgrave-MacMillan, 2019); Education for Decoloniality and Decolonisation in Africa (Palgrave-MacMillan, 2019, with Chikumbutso Herbert Manthalu); Rupturing African Philosophy of Teaching and Learning (Palgrave-MacMillan, 2018, with Faiq Waghid & Zayd Waghid); and African Philosophy of Education Reconsidered: On Being Human (Routledge, 2014). In recognition of his high quality scholarly works that also appear in many leading education journals, the National Research Foundation in South Africa rated him as an internationally acclaimed scholar who provides exemplary leadership in advancing philosophy of higher education in Africa (B-1). He pioneered a online course on Teaching for Change, selected by the Sustainable Development Goals Academy of the United Nations: Class Central as a free online international course to learn about the United Nation's sustainable development goals and he collaborated with renowned international scholars on a leading UNESCO pioneered research project, Education for Flourishing and Flourishing in Education initiated by the Mahatma Gandhi Institute of Education for Peace and Sustainable Development.

In 2017, Roger L. Martin was named the world’s #1 management thinker by Thinkers50, a biannual ranking of the most influential global business thinkers. Roger is a trusted strategy advisor to the CEOs of companies worldwide including Procter & Gamble, Lego and Ford. Roger Martin is a Professor Emeritus at the Rotman School of Management at University of Toronto where he served as Dean from 1998-2013, Academic Director of the Michael Lee-Chin Family Institute for Corporate Citizenship from 2004-2019 and Institute Director of the Martin Prosperity Institute from 2013-2019. In 2013, he was named global Dean of the Year by the leading business school website, Poets & Quants. His newest book is A New Way to Think: Your Guide to Superior Managerial Effectiveness (Harvard Business Review Press, 2022). His previous twelve books include When More is Not Better (HBRP, 2020), Creating Great Choices written with Jennifer Riel (HBRP, 2017) Getting Beyond Better written with Sally Osberg (HBRP, 2015) and Playing to Win written with A.G. Lafley (HBRP, 2013), which won the award for Best Book of 2012-13 by the Thinkers50. He has written 30 Harvard Business Review articles. Roger received his BA from Harvard College, with a concentration in Economics, in 1979 and his MBA from the Harvard Business School in 1981. He lives in South Florida with his wife, Marie-Louise Skafte. Roger's I-Think initiative works with educators and students to bring integrative thinking, innovation and design into K12 classrooms. Social Links Roger's Medium page: https://rogermartin.medium.com/ Twitter: @RogerLMartin LinkedIn: @Roger-Martin