Charles Fadel is a global education thought leader and futurist, author and inventor, with several active affiliations; his work spans the continuum of Schools, Higher Education, and Workforce Development/Lifelong Learning:
- Founder and chairman of the Center for Curriculum Redesign (Boston, Massachusetts), focused on “Making Education More Relevant” and answering the question: “What should students learn for the 21st century?”
- Founder and President of the Fondation Helvetica Educatio (Geneva, Switzerland) focused on global education matters.
- Visiting practitioner at Harvard’s Graduate School of Education in the Mind, Brain and Education program, exploring curriculum redesign issues in an age of artificial intelligence.
- Member of the President’s Council of the Franklin W. Olin College of Engineering.
- Senior fellow, human capital at The Conference Board
- Senior fellow at the Partnership for 21st Century Learning.
- Chair of the Education committee of the Business and Industry Advisory Committee (BIAC) to the Organization for Economic Co-operation and Development (OECD), nominated by the US Chamber of International Business (USCIB). He works with several teams at the OECD – Education 2030, PISA, and CERI most notably.
Through his 25-year high-tech career, he has witnessed firsthand the disruptive effects of exponential change, which gives him a unique perspective he brings to the world of Education. Among his past affiliations:
- Global Education Lead at Cisco Systems for nearly thirteen years.
- Product marketing and management roles in semiconductors for broadband and wireless applications at Analog Devices and M/A-COM.
- Founder of Neurodyne, an ahead-of-its-time startup focused on Neural Networks/Artificial Intelligence.
- Visiting lecturer at MIT’s ESG with an innovative “special topics in mathematics” seminar named “Polymathy: The World in 10 Curves” ES.S20, which he has since taught at Harvard’s Graduate School of Education several years in a row, to student acclaim.
- Visiting lecturer at Wharton/University of Pennsylvania in the Chief Learning Officer Program.
- Appointee to the Massachusetts gubernatorial “Commission to Develop an Index of Creative and Innovative Education in Public Schools”, and has served on the Massachusetts Governor’s Readiness Project as well as its 21st Century Skills task force.
- Former angel investor with Beacon Angels in Boston
Charles is a highly sought-after keynoter/presenter at private, national and international events for organizations as varied as the World Economic Forum, UNESCO, World Bank, OECD, Google TechTalk, Gates Foundation, National Science Foundation, World Future Society, NY Times Schools of Tomorrow, International Baccalaureate, ERB, SSATB, ACT, Learning & the Brain, British Council, CEA-ACE, etc.
He has contributed to and has been featured by media such as National Public Radio (NPR), the Canadian Broadcasting Corporation (CBC), the Huffington Post, eSchool News, Education Week, University Business, Technology & Learning, and many others.
His most recent book “Four-Dimensional Education” has been translated in nine languages including Spanish, Portuguese, Russian, German, mandarin Chinese, Japanese and Korean. He is also the co-author of best-selling book “21st Century Skills” (Wiley) which has been translated in mandarin Chinese (simplified, and traditional), Korean and Russian.
Charles consults very selectively with high-potential jurisdictions, schools, universities, corporations and foundations around the globe including Australia, Brazil, Canada, Chile, Finland, South Korea, Sweden, Switzerland, Tunisia, and the United States, to name a few, and has contributed to education projects in more than thirty countries.
Charles has been awarded seven patents on: video (3), social networking (2), web content (1), and communication (1) technologies. He holds a bachelor of science in electronics with course concentration in quantum/solid-state physics, and a master of business administration in international marketing. He also attended courses in electrical engineering at the master level, with electives in neuroscience and statistics. An avid reader, he has autodidactically learned emerging disciplines such as evolutionary psychology. He also enjoys the lessons of classical history.
is a writer, editor, and research manager at CCR, who is passionate about appropriate interpretation and the application of science at the personal and the policy levels. She has worked at CCR for four years, during which time she’s written numerous papers and co-authored the recent book, Four-Dimensional Education: The Competencies Learners Need to Succeed. She is also co-founder and co-director of The People’s Science, a non-profit that improves the relationship between science and society. Maya is also the founder of ImprovWise, through which she leads workshops on science communication, improvisation, and interdisciplinarity. Maya holds a Master’s degree in Mind, Brain & Education from Harvard, and her background includes research and writing in complex systems, education, environmental science, psychology, neuroscience, and linguistics, as well as Improv Comedy. Follow her on twitter @mayabialik.
Elisabeth Branham is the Director of Marketing and Outreach at CCR, and specializes in developing and executing strategic marketing plans that build brand recognition, retention, and engagement. With an extensive track record in commercializing new and existing products and brands, she has pioneered integrated marketing programs and channel strategies in both corporate and startup business environments. Her integrative approach and collaborative style delivers quantifiable results. She is passionate about growing the awareness and adoption of the CCR’s mission by collaborating with stakeholders from the student level through the policy-maker level to change what students should learn for the 21 st century. Elisabeth holds a M.B.A. from Babson College, and earned a B.A. in Marketing from the University of Notre Dame.
Kirsten Lee Hill, Ph.D.:
Kirsten is a researcher, educator, and entrepreneur who is passionate about making data more accessible and relevant to practitioners; and also bringing more yoga, mindfulness, and self-care into schools. She earned her Ph.D. in Education from the University of Pennsylvania where she studied school turnarounds and led the development of citywide surveys to measure alternative indicators of success in schools. Kirsten is an expert in mixed methods research and researcher-practitioner partnerships. During her studies over the past ten years, she has remained rooted in the realities of the U.S. public school system, spending over 1000 hours working with students and teachers in some of the nation’s lowest-performing schools. Currently she partners with innovative organizations and universities to co-create solutions to problems in education and serves as Director of Development for Project Peaceful Warriors, a New Orleans-based non-profit dedicated to bringing yoga and mindfulness tools to local schools and communities.
Dr. Sue Horner, MBE:
Dr Sue has directed the development of the primary and secondary national curriculum in England, with several national roles including as Director for Curriculum for England. Her work on curriculum design focused on the interplay of learning in the dimensions of knowledge, skills, character and meta-cognition. The implementation of new frameworks involved developing partnerships with a range of stakeholders, influencing opinion and action, as well as training school and college staff in new ways of thinking.
Dr Sue is the author of an influential assessment system for teachers which is widespread across schools in England. She has also led the development, regulation and quality assurance of national examinations.
She has been principal adviser on major strategic programmes to reform curriculum and assessment in Oman and Rwanda and has contributed to other international initiatives.
She is recognised as an international expert on reading and its assessment. Her PhD explored language and pedagogy in the classroom. Long involvement in the teaching and learning of literacy and English has led to Dr Sue’s roles in a number of international projects on reading and writing, including the Reading Expert group for PIRLS.
Dr Sue is chair of the Royal Society of Arts Academies Trust, a group of schools in the West Midlands which are seeking to develop distinctive ways of teaching and learning. She is on the Board of Governors of Coventry University.
Dr Sue was awarded the MBE by the Queen of England for her work on children and literature. She is on the Board of several charities which aim to bring the joy of reading, writing and literature to young people.
Michaela Horvathova worked as a consultant within the Innovation and Measuring Progress Division (IMEP) of the Education and Skills (EDU) Directorate at OECD for over two years during which she contributed to the flagship publication ‘Education at a Glance’ which is an authoritative source of information on the state of education around the world. Prior to that, she worked on the Education 2030 project, aimed at developing an internationally validated framework of the key competencies for the future. Furthermore, she wrote four reports for the “Onderwijs 2032” project, an ongoing curriculum reform in the Netherlands that were published by the Dutch Ministry of Education.
Prior to joining the OECD, she worked as a project manager with a team of educators to establish the LEAF Academy in Bratislava, Slovakia aimed at developing future leaders of the Central European region and co-designed the curriculum aimed at developing students’ knowledge, skills and attitudes, preparing them for work and life beyond. While working on the Khan Academy project for the Lemann Foundation in Brazil, she gained experience with educational technology and the importance of its effective implementation.
As a researcher and curriculum expert at CCR, she contributed to the recent book, Four Dimensional Education: The Competencies Learners need to succeed and co-authored paper, Character Education for the 21st Century: What Should Student Learn? She is passionate about 21st century competencies, its integration into the curriculum design and the way curriculum reform and education policy can support this change.
She holds Ed.M in International Educational Policy from Harvard Graduate School of Education, Master of Science in Global Human Resources Management from Pace University and Bachelor of Science in Psychology from Florida Tech.
Sanjoy Mahajan obtained his PhD in theoretical physics from the California Institute of Technology, after undergraduate degrees in mathematics from
Oxford and in physics from Stanford. Inspired by wonderful teachers, he has
devoted his career to improving how we teach and learn science and
While a member of the physics faculty at the University of Cambridge, he
helped found the African Institute for Mathematical Sciences in Cape Town
and was its first Curriculum Director. While on leave from Olin College of
Engineering, he is MIT’s Acting Director of Digital Residential Education
and a visiting professor of Electrical Engineering and Computer Science.
He is the author of “Street-Fighting Mathematics: The Art of Educated
Guessing and Opportunistic Problem Solving” (2010) and “The Art of Insight
in Science and Engineering: Mastering Complexity” (2014), both published by
MIT Press and available in print and online under a Creative Commons
Noncommercial ShareAlike license.
Merrilea Mayo, Ph.D.:
Dr. Mayo is the founder of Mayo Enterprises, LLC, a consultancy in the areas of innovation, workforce, technology and the future of learning. Her most recent work focuses on skills-to-jobs matching, with the Center for Curriculum Redesign being one of her clients. In a prior effort with Innovate+Educate, Dr. Mayo devised on-the-ground implementation of new hiring models — work that resulted in her appointment as an ACT Fellow and brief recognition of the effort on whitehouse.gov. Other consulting work has included providing metrics oversight to the W.K. Kellogg Foundation’s $27M New Options Project, delivering game-based learning recommendations to the Susan Crown Exchange, developing an overarching education strategy for the Office of the NASA Administrator, crafting a policy report on the US science and engineering workforce. Dr. Mayo has strong interests in game-based learning, as well as years of experience across a wide range of science policy issues. For example, Dr. Mayo’s policy work during her years as Director of the National Academies’ Government-University-Industry Research Roundtable included deemed exports, the offshoring of R&D, science and engineering workforce, emerging research institutions, and intellectual property agreements. Dr. Mayo also helped launch two non-profits, ASTRA and the University-Industry Demonstration Partnership, and served the founding director role in each. Dr. Mayo is a materials scientist and engineer by training, having received her doctorate in that field from Stanford University in 1988, publishing approximately 80 technical articles, and serving as the Materials Research Society’s President in 2003.
Amy Riker, Director of Business Development and Member Relations, manages all aspects of corporate, foundation, and government relations. Working with the Founder and Chairman, Amy leads a collaborative approach to secure external funding, in support of CCR’s initiatives. Prior to joining CCR, Amy was the National Executive Director at ETS, leading the work on the HiSET Program, which she successfully launched across the nation, with 27 state and territory adoptions. During her 12 years at ETS, Amy developed partnerships leading to the establishment of numerous programs that benefit adult education.
Amy earned her M.A. in Education/Adult Education and Training, as well as her B.S. in Business Management, from the University of Phoenix, and she is currently working to earn her doctorate in Management. Amy currently serves as the Vice Chair on the Education Division of ATP.
Bernie Trilling is Founder and CEO of 21st Century Learning Advisors, and the former global director of the Oracle Education Foundation, where he directed the development of education strategies, partnerships, and services for the Foundation and its ThinkQuest programs. He has served as Board Member of the Partnership for 21st Century Skills (P21), co-chaired the committee that developed the highly regarded “rainbow” learning framework, and is currently a P21 Senior Fellow. Prior to joining the Oracle Education Foundation, Bernie was Director of the Technology In Education group at WestEd, a U.S. national educational laboratory, where he led a team of educational experts in integrating technology into both the instructional and administrative realms of education. He has also served in a variety of roles in both education and industry, including Executive Producer for Instruction at Hewlett-Packard Company, where he helped lead a state-of-the-art global interactive distance learning network. Bernie co-authored the widely acclaimed book, 21st Century Skills: Learning for Life in Our Times, published by Wiley. He has also written dozens of articles for educational journals and magazines and is a featured speaker and workshop leader at numerous educational gatherings.
Amoura Amine is a teacher, a trainer and an entrepreneur. He is the founder and CEO of Wise Institute for Human Development and Mastery of Technology, a K-12 school where they use a unique turnaround model and implement different pedagogical approaches that are not used in Algeria. In 2016 he was selected by Legacy International as a fellow of the International Professional fellowship Program in Washington DC where he designed a workshop training program working at the nexus of education, innovation and technology. He delivered training and participated in an international leadership conference.
He works on empowering youth and civil society through his involvement in educational quality and organizational management. Mr. Amoura is now a researcher in cognitive sciences – very especially Knowledge Management – logic and concept. His work focus on the creation/delivery of interdisciplinary lessons as well the use of arts (cinema and literature) in classroom. He aims to redesign a new curriculum for a new generation of primary students. Mr. Amoura holds a Masters degree in Networking and Telecomunication from the University of Ibn Khaldoun, Tiaret, Algeria.
Michelle Blanchet is an educator and social entrepreneur, who is passionate about inspiring innovation in the field of education. She has been working with young people for the past ten years and founded The Educators’ Lab, which supports teacher driven solutions to educational challenges. Michelle earned a Master in International Relations from Instituto de Empresa in Madrid. She taught sociology and economics, and has presented at numerous events including SXSWedu and TEDxLausanne. Michelle is a part of the Global Shaper Community of the World Economic Forum.
Scott Cody is a doctoral candidate at University of Pennsylvania and adjunct professor at University of Southern California whose interest is in the intersection of health, communities, and schools. In particular, he is investigating how community schools can act as a hub to provide social services, especially in mental health, for students and community members. Prior to arriving at Penn, Scott received his Ed.M. at Harvard, consulted at Los Angeles Education Partnership and The Broad Center for the Management of School Systems, and taught middle school for six years.
Catherine Fukushima is a consultant in the areas of art, culture and philanthropy. She works with foundations, museums, arts and education organizations to develop and implement strategies to increase access the arts and culture. Recent projects include managing grant programs, building a donor collaborative, writing strategic program plans, managing a learning community, and conducting program evaluations. Prior to consulting, she was a senior program officer for the New York-based Wallace Foundation, where she was responsible advancing two initiatives of national scope: the Wallace Excellence Awards and Arts for Young People. A leader in the field of museum education, Catherine held positions at The Metropolitan Museum of Art, The Brooklyn Museum and the Museum of American Folk Art. A frequent speaker on non-profit management, Catherine is an adjunct professor with the George E. Heyman for Philanthropy and Fundraising at New York University. She taught previously in Seton Hall University’s Museum Professions Graduate Program.
Data driven explorer (MIT post-doc). Astrophysicist by training, repurposed for biotechnology. At CCR, Brendan helped build better, data-driven education foundations for students into the 21st century. Activities included:
► natural language processing (e.g. GenSim, nltk, scikit-learn, PATTERN)
► data processing using deep neural networks (e.g. RNNs, LSTMs, manifold learning)
► connecting semantic data and creating ontology networks
► developed tools for designing optimal learning pathways
► web-based tools to navigate large semantic datasets
Jennifer Groff was a founding member of the Center for Curriculum Redesign and is an expert in digital technologies and innovations in learning and education, with several affiliations:
- Vice-President of Learning & Program Development for the Learning Games Network —a non-profit spin-off from the MIT Education Arcade lab;
- CEO of Sterling Education Design , a lab dedicated to using the learning sciences as the foundation for designing innovations in education; and
- Consultant to the Innovative Learning Environments project at the OECD, which is scanning the globe for the most innovative curricula, practices and school designs
With graduate degrees in educational technology and neuroscience in education, Jennifer’s work focuses on the research and design at the intersection of the two—for generating new innovations for learning, and understanding the nature of innovation in systems of education, transformation and design. Her primary work is on the barriers to integrating technology and dynamics of innovation in education systems, and is the creator of the i5— a tool to help educators mitigate the barriers to integrating technologies into the classroom. Jennifer built on this work at Futurelab in Bristol, United Kingdom, where she was a 2009-2010 US-UK Fulbright Scholar studying how to embed innovation and redesign learning systems.
Courtney Hall is an educational consultant and a researcher at the Derek Bok Center for Teaching and Learning at Harvard. She has extensive experience working at the local, district, and state levels conducting education program and policy evaluations focused on improving student learning in K-12 and higher education. In particular, Courtney currently works closely with faculty and staff at Harvard’s T. H. Chan School of Public Health to study the impact of online learning on student outcomes. Previously, Courtney was the Senior Statistician for the New Mexico Public Education Department, where she worked with state and local leaders to evaluate policy initiatives and support data driven decision-making. She holds Master’s degrees in both Quantitative Methods for Educational Psychology and Urban Education Policy from the University of Wisconsin-Madison and Brown University, respectively. She received her Bachelor’s degree in mathematics and public policy from Brown in 2011.
Noha Mahdi Hayder:
Noha is an education consultant and program developer based in Dubai. With experience in North America and the Middle East, Noha has spent the past two years designing and managing a wide range of learning experiences, including teacher trainings, technology integration programs, STEM camps and adult learning. Noha has a background in Biochemistry and a Master’s degree in Mind, Brain and Education from the Harvard Graduate School of Education, and her interests lie in cultivating experiential, interdisciplinary and holistic learning experiences that not only develop cognitive but also social and emotional depth and resilience.
Noha is also the founder of The Mawada Project, an educational social enterprise in the UAE aimed at developing character, compassion, empathy and social responsibility in children and adults through community-service and volunteer work.
Sunah Hyun (Sarah) is a Ph.D. student in Applied Child Development at Tufts University and a doctoral research assistant focusing on early childhood education and development research. She holds a Bachelor of Arts in Communications from University of Washington and a Mater of Education in Human Development and Psychology from the Harvard Graduate School of Education. Prior to entering Tufts, Sarah worked at Korean Educational Development Institute (a government-run research institute in Korea) for about a year where she organized the international forum for the 5th APEC Education Ministerial Meeting on Educational Innovation for Creative Talent Development, and she also conducted and analyzed the research regarding improving the public school system with a nation-wide data set, which was later published. While she was obtaining her master’s degree, she also worked as a research assistant and lab manager at Harvard Department of Clinical Psychology, where she coordinated all the research initiatives focusing on the effects of stressful life events on children’s cognitive development and understanding their psychological reactions to these events. Sarah is very interested in helping children with the barriers to learning and removing these difficulties so that all the children enjoy learning and become strong individuals to live meaningful lives in a challenging world.
Alexandre Kabbach is a Master student in Special Studies at the Harvard Graduate School of Education focusing on philosophy of education. He holds a Master of Science in General Engineering from the École Centrale de Lyon and a Master of Arts in Social Psychology from the Université Lumière Lyon II. Prior to entering Harvard, Alexandre worked as a change management consultant for Accenture Paris and as a research assistant in linguistics and computer science at Keio University, Japan. He also took part in several engineering projects involving nuclear safety for the French electric utility company EDF and mechanical design for the Japanese company Oshima Shipbuilding. His work for the Center focuses on mathematical skills of the twenty first century and algorithmic and algebra teaching.
Jessica has spent the past two years in the innovation, design and engineering space at Harvard, where she most recently developed and led the Idea Translation Lab in Cape Town , an experiential education and aspirational design fellowship for Harvard students in South Africa. She also serves as a GED instructor with X-Cel Adult Education in Dorchester, Boston. Jessica previously managed the South Africa Fast Growth, a ranking of fast growth companies in South Africa, a part of AllWorld Network, chaired by Professor Michael Porter and was a fellow at The Laboratory at Harvard , a platform for idea experimentation and exhibition in the arts and sciences. Jessica is also a co-founder of sOccket, a soccer ball that harnesses the energy during game play for later use as a source of electricity, and a Popular Mechanics 2010 Next Generation Breakthrough Award winner. Jessica graduated from Harvard University, where she studied Government, African Studies, and Swahili.
After 15 years as a school-leader for three schools in California and Arizona, Jonathan Martin became a full-time consultant and writer on 21st century learning and assessment in 2012. In the past five years he has consulted to more than thirty schools and more than twenty educational organizations, including Secondary School Admission Test Board (SSATB), Index (owner of the Mission Skills Assessment), National Association of Independent Schools (NAIS), ProExam, Educational Collaborators, the Rhode Island Department of Education, EdLeader21, Blackbaud, and Think Through Math. He is the author of many reports and white papers on the future of assessment and on the effective implementation of innovative assessments for continuous improvement, including user’s guides to the OECD Test for School (based on PISA), the Mission Skills Assessment, and the High School Survey of Student Engagement. He is the Vice Chair of the Board for Arizona’s City Center for Collaborative Learning. Jonathan holds a BA from Harvard and an MA from the University of San Francisco School of Education; in 2008 he was a Visiting Fellow at Columbia University Teachers College.
Marco Morales is a product designer for educational software products and startups, and is currently a user experience designer at EdX as well as the product designer for a small startup called BrightLoop Learning. Other educational projects Marco has worked on include R&D on self-paced learning environments for Autodesk through their IDEA Studio program and Olin College’s SCOPE Program. He has also worked as a product designer for Alleyoop, Pearson’s college readiness supplemental learning platform, and co-founded Alight Learning, a middle school learning tool, during a leave of absence from Olin College with other classmates. While a student at Olin College, he worked on various other educational projects, culminating in a NAE Grand Challenges Scholars Program portfolio titled “Creating Visual, Self-Directed Learning Environments.” Marco graduated from Franklin W. Olin College of Engineering with a B.S. in Engineering: Product Design and Development.
Ignacio is a strategic management consultant who performed over 100 projects assisting leading firms, NGOs and governments to design and execute growth and transformation agendas, mostly in emerging markets. He was Partner and Managing Director of the Boston Consulting Group, where he worked for over 12 years and lead the strategy practice of the firm in Latin America. He has significant experience in strategy, organization, governance, corporate development and change management. He also assisted for several years the largest education NGO in Brasil. Today he is focused on helping ambitious firms and entrepreneurs to leverage technology opportunities and promoting systemic efforts to prepare society for disruptive change. He holds an MBA from Wharton, an MA in International Studies from the University of Pennsylvania (Lauder Program) and a BSc in Economics from Universidad Católica Argentina.
Amelia is a PhD candidate in Education Policy and Program Evaluation at Harvard University, where she is an Inequality and Social Policy fellow. Her research focuses on changes in upper secondary education pathways across post-industrial economies. Amelia is from the UK where she is an Associate at Innovation Unit, a social enterprise which grows solutions to complex social challenges. As a researcher for the Global Education Leaders’ Partnership, she has helped create convenings on the future of education in a wide range of countries, including India, Brazil, South Africa and New Zealand. Her recent publications include the reports Personalizing Education at Scale and Developing Agile Leaders of Learning, and the book Thrive: Schools Reinvented for the Real Challenges We Face.
Juliana holds a Medical Doctor degree with specialization in Pediatric Neurology and a Master degree in Neuroscience from the Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Brazil. With growing interest in the field of education and early childhood mental health, Juliana was the Neuroeducation Program Coordinator of the International Institute of Neuroscience of Natal Edmond and Lily Safra (2011).
Juliana was invited as a Research Scholar at the Mind, Brain and Education Program of Harvard Graduate School of Education (HGSE), where she worked with Prof. Kurt Fisher in the Research School model during 2012 and 2013. She is currently a Research Fellow at the Laboratories of Cognitive Neuroscience, Boston Children’s Hospital, conducting social-emotional development experiments using Near-Infrared Spectroscopy in infants and toddlers. She is a Doctoral student in the Postgraduate course on Medicine and Health Sciences- Neuroscience at PUCRS.
Juliana is a project consultant at the Mindset Education, an organization focused on education innovation and curriculum adaptation for social-emotional and 21st century skills. She is also an associate member of the scientific committee of the Núcleo Ciência Pela Infância (NCPI), a collaborative initiative between Brazilian and North American organizations including the Fundação Maria Cecilia Souto Vidigal and the Center of Developing Child, Harvard University. The NCPI seeks to translate scientific knowledge in Early Childhood to a more accessible language facilitating its use in public policies and professional practices.
Karen has extensive managerial experience in the non-profit sector including over twenty-five years focusing on educational programs. Prior to joining the Center for Curriculum Redesign (CCR), Karen was Vice President for EF Foundation, an international high school student exchange program. Additionally, she consulted with a variety of student exchange organizations and worked part-time in the student affairs office at the Boston Architectural College. In her leadership with non-profit organizations, she has successfully struck the delicate balance between dedication to the mission and the need for sound business management and innovative approaches. Today, Karen is focused on the success of CCR as well as maintaining active involvement in her children’s public school education as a member of school council and the PTO. Karen holds a Bachelor of General Studies from the University of Kansas and enjoys cooking and international travel.
Jim Wynn is CEO of Imagine Education and has worked in education since 1976. Jim taught mathematics and computing and was Principal of two secondary schools in England before moving into industry working for Microsoft, Cisco and others in education advisory roles. Working at Government level Jim is proud to augment policy work with real classroom practice and is currently working with the Government of Egypt to roll out a nation-wide scheme to help teachers develop the habits and behaviours of world class teachers. Jim is pationate about the wrk of CCR which is a key force in bringing the school curriculum out of the 19th Century into what is needed for today and is also focussed on developing different strategies to encourage and recognise the development of behaviours in all workers using apps that can capture credits at the point they are demonstrated. Jim holds a first class honours degree in mathematics from the University of Hertfordshire and helps keep honey bees with his wife Mary.
Dorothy Zablah is a Masters student in Mind, Brain and Education at the Harvard Graduate School of Education focusing on Learning Design for the 21st Century. Her background is in International Affairs, Psychology and Philosophy. Originally from Mexico, she has worked exploring unconventional education in Mexico, Kenya and Chile. In 2014 she was part of The GO Project, a learning experiment where a team of eight individuals from different geographical and professional backgrounds designed and implemented their own educational experience while working together in three different continents over the course of a year. She is now a co-founder of Global Opportunity (GO) a platform that connects multi-disciplinary teams of post-graduate talent with entrepreneurial communities around the world.
Mohd Zahir is a full-time Chemistry lecturer at one of the matriculation colleges in Malaysia. He holds a Bachelor degree in Chemistry and Master’s degree in Educational Psychology from The National University of Malaysia and Universiti Teknologi Malaysia respectively. His current interests include teacher professional development, motivation and cognitive psychology in education and STEM pedagogical innovations and classroom action research. Considering himself as a progressivist, he ventures in the Creative and Innovative Group (KIK), Ministry of Education in 2016 towards developing better Malaysia’s education system and simply to improve learning in the classroom. Apart from his main work, he actively involves as an examiner of the matriculation program and internal ISO auditor of his own working institution.