The Learning Future Podcast with Louka Parry

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.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.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 SchoolVeronika Crilley - St. Johns GrammarJoyanne Gardner - St. Johns GrammarMetaPraxis 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.orgthelearningfuture.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.orgthelearningfuture.com

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.orgthelearningfuture.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.orgthelearningfuture.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 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/ 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/ thelearningfuture.com