- Visiting practitioner at Harvard’s Graduate School of Education, exploring curriculum redesign concepts, and teaching two seminars titled “Interdisciplinarity – The World in 10 Curves” and “Mind, Brain and Education – a Synthesis”; visiting lecturer at MIT ESG teaching a “special topics in mathematics” class titled “Polymathy – The World In 10 Curves”; visiting lecturer at UPenn teaching a class on Technologies for Learning in the Chief Learning Officers program (receiving highest student rating); member of the President’s Council of Olin College. His work spans the continuum of Schools, Higher Education, and Workforce Development/Lifelong 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 – Skills Strategy, AHELO, and Innovation groups most notably.
- Founder and President of the Fondation Helvetica Educatio (Geneva, Switzerland), dedicated to global education.
- Co-author of a best-selling book titled “21 st Century Skills – Learning for Life in our Times” (Wiley) http://www.21stcenturyskillsbook.com/index.php now available in simplified and classical mandarin Chinese, Korean and Russian. He frequently keynotes on this topic, as well as STEM, and Education Technology.
- Senior Fellow, human capital at The Conference Board; Senior Fellow at P21.org, and at Innovate-Educate
- Former Global Education Lead at Cisco Systems, and Cisco liaison with UNESCO, the World Bank and Change the Equation (STEM).
- 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.
- Angel investor with Beacon Angels in Boston http://beaconangels.wordpress.com/members/
He has worked with a wide variety of education ministries, and business and non-profit education organizations in Massachusetts, Canada (Federal, and Provinces), France, Finland, Sweden, Chile, Brazil, Costa Rica, Tunisia, and the Dominican Republic, to name a few, and has contributed to education projects in more than thirty countries. He has advised innovative school systems in Brazil ( Lumiar ) and Chile ( Innovacien ).
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, New Media Consortium, MA and NY Associations for Supervision and Curriculum Development, T.H.E. Journal, and many others. He has presented at numerous education conferences, including at UNESCO, the World Bank, the OECD, the Consortium for School Networking (COSN), the National School Boards Association (NSBA), the National Center for Technology Innovation (NCTI), and the Masie Center’s Learning conferences.
Partially overlapping his involvement in education matters, Charles had spent more than two decades in the ICT industry (semiconductors, and systems). He has been awarded five patents on video, content, and communication technologies. He holds a bachelor of science in electronics with course concentration in quantum and solid-state physics with a minor in neuroscience, and a master of business administration in international marketing. An avid reader, he has autodidactically learned emerging disciplines such as evolutionary psychology. He also enjoys the lessons of classical history.
is the co-founder of the Center for Curriculum Redesign and 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.
Her recent work also includes the development of the ’ whole-mindedness’ pedagogical approach , which was highlighted in the new book 20UNDER40: Reinventing the Arts and Arts Education for the 21st Century —a volume that selected submissions from 20 emerging arts education leaders under the age of 40.
Jennifer’s research at MIT and Harvard have focused on pedagogies with collaborative mobile technologies and online immersive worlds, and the teacher supports and practices to enable these innovations in the classroom. Other previous work has centered on educational alchemy and helping school reinvent themselves for the 21st century in partnership with TechFoundation and 2Revolutions.
Jen is a former teacher, whose innovative methods led her to be named a Microsoft Innovative Teacher Leader in 2005 and a Google Certified Teacher.
Maya is a recent graduate of the Mind, Brain and Education master’s program at the Harvard Graduate School of Education (HGSE). Her background is in Cognitive Science, specifically Psychology, Neuroscience, Biology, and Linguistics. She has worked on research projects exploring how infants become experts in recognizing faces; how genetic mutations in Zebrafish affect their locomotion; the relationship between memory for a word, its frequency in the lexicon, and looking time; and how kids learn to understand complex causal systems such as ecosystems. Currently, Maya is a teaching fellow for a seminar at HGSE, a tutor, a swimming instructor, and an occasional substitute teacher. She is also the Education Coordinator at Artisan’s Asylum, a member of the advisory board for Sneakers to Beakers (an after school science program), and a Program Facilitator at Open Minds, a philosophy for children program.
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.
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.
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.