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

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

thelearningfuture.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.org

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

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 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

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/

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/

thelearningfuture.com