Episodios

  • CARE Education: Living the Standard Through the Care Revolution

    CARE Education: Living the Standard Through the Care Revolution
    Jul 12 2025

    Curiosity and compassion have been central to thriving collaborative learning since the beginning of civilization. CARE Academy is a project-based learning community where compassion, curiosity, and real-world action drive education. Our 8-18 year old learners grow through mentorship, collaboration, and the freedom to turn their passions into meaningful change.At CAREducation, we live this standard, leading the way of care. At CARE Academy, we bring caring education to life in northern Virginia through creative projects and building community around collaborative rigorous learning. Rebecca Ferree and Jimmy Edwards discuss CAREducation, CARE Academy, and the Care Revolution on Wequil.app

    CARE Academy facebook page: https://www.facebook.com/people/CARE-Academy/61575858563750/

    About our guests

    Jimmy Edwards is the Director of CAREducation, an education non-profit connecting and empowering both families and educators to thrive in a future of non-traditional learning. Jimmy is passionate about leading the Care Revolution and has served as a teacher, instructional coach, and researcher in public, private, alternative, international, and adult learning settings.

    Rebecca Ferree is a passionate educator, learning coach, and homeschooling mom with over 15 years of teaching experience. After leaving traditional public schools in 2023, she began homeschooling her daughters and joined the innovative WEquil School, where they embraced self-directed, project-based learning. In 2024, she founded WEquil Academy—a part-time learning center in Northern VA—where she now collaborates with Jimmy Edwards to create real-world, project-based learning experiences that empower students to grow with confidence, curiosity, and care.
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  • Beyond 8: Hyper-personalized pathways for GenZ Learners

    Beyond 8: Hyper-personalized pathways for GenZ Learners
    Jul 3 2025

    Episode 236: Beyond 8: Hyper-Personalised Pathways for Gen Z Learners

    What happens when you stop treating school buildings as the centre of learning and start treating the learner as the centre instead? In this episode we meet the founders of Beyond 8—and one of their students—to explore a high-touch, hyper-personalised model that is helping Gen Z learners design futures they’re truly excited about.

    Across much of the world, high-school “success” still hinges on rigid timetables, batch-processing classrooms, and marks that often miss what matters most to teens: purpose and agency. Beyond 8 (https://beyond8.in)—a learner-determined high-school ecosystem in Chennai and Bengaluru—flips that script. Each teenager begins with a Dream-Mapping session, then receives a dynamic timetable that blends Cambridge or NIOS academics, internships, service projects, and wellness and learning habits. An AI-driven scheduler personalises every week, while a 1:1 mentor model and 50-learner “pod” structure ensure guidance stays deeply human.

    Founded by long-time educators Naveen Mahesh and Raaji Naveen after 25 years of experimentation at HLC International School (https://hlcschool.in), Beyond 8 now counts 90 % of its graduates entering their first-choice universities and an equal share reporting higher confidence in navigating adulthood. Their approach—“Beyond Bricks” learning—has inspired micro-school start-ups and will likely get policy pilots going across the world. In this conversation we unpack the design choices, challenges, and future possibilities of hyper-personalised pathways for GenZ

    Naveen Mahesh, Co-founder, Beyond 8

    Social entrepreneur, Managing Trustee of HLC International School, and Harvard GSE alum. Naveen advises start-ups on learner agency, serves on the boards of NalandaWay (which serves over 10 million learners in Government schools), and Youth For Conservation Action Network and Gnanodaya Rehabilitation Association, which provides education to children coming from families affected by leprosy. LinkedIn

    Raaji Naveen, Co-founder, Beyond 8

    A Social Entrepreneur, Vision-to-Strategy-to-Execution Specialist for Transformative Impact and a Champion of Learner-Determined Education. Raaji is an Ambassador for the Certificate Of Advanced Educational Leadership Course at Harvard. Raaji also serves as a trustee on the board of HLC International school. LinkedIn

    Tara Srinivasan

    Alumni Beyond 8 - Cohort of 2025

    Tara Srinivasan was one of the first learners to join us—and she’s made every moment count. With a passion for Physics and Chemistry, she’s led peer sessions and designed math papers for state board students. She’s also a Bharatanatyam dancer, pianist, and composer of our school’s progression song, leading our music and dance teams for three years. Tara’s voice shines through student publications on LGBTQIA+ inclusion and cyberbullying, and she’s interned with organizations and artists to create content that inspires. A true example of learner agency in action.
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  • Blended is Best: Case studies on blended learning in higher education

    Blended is Best: Case studies on blended learning in higher education
    Jun 21 2025
    Blended learning has been growing for decades. As it does, the models, frameworks, policies, and pedagogical innovations are constantly evolving. Fortunately, in this episode of Silver Lining for Learning, we will hear about various blended learning case examples in higher education and open universities. Santosh Panda, Sanjaya Mishra, and Pradeep Kumar Misra, the editors of two new books on this topic will help us grasp the landscape of blended learning in higher education and map out the various national and institutional education systems in terms of blended learning. Their holistic perspective of online and blended learning should prove quite valuable for educators, administrators, government officials, parents, and students. We will hear about case studies on policy, planning, and management as well as features of quality assurance.More on your guests and the books below the videoTwo books on Blended Learning in Higher Education and Open Universitieshttps://link.springer.com/book/10.1007/978-981-97-9388-4https://link.springer.com/book/10.1007/978-981-96-0722-8Case Studies on Blended Learning in Higher Education: An Interview with Sanjaya Mishra By Stefanie Panke for AACE Review, February 18th 2025https://aace.org/review/case-studies-on-blended-learning-in-higher-education-an-interview-with-sanjaya-mishra/Dr Sanjaya Mishra is one of the leading scholars in open, distance, and online learning with extensive experience in teaching, staff development, research, policy development, innovation, and organisational development. With a multi-disciplinary background in education, information science, communication media, and learning and development, Dr Mishra has been promoting the use of educational multimedia, eLearning, open educational resources (OER), and open access to scientific information to increase access to quality education and lifelong learning for all. He has designed and developed award-winning online courses and platforms, such as the Understanding Open Educational Resources, Commonwealth Digital Education Leadership Training in Action, and COLCommons.Recipient of the ISTD-Vivekanand National Award for Excellence in Human Resource Development and Training in 2007, Dr Mishra has conducted in-person and online training in over 30 countries. The Satija Research Foundation for Library and Information Science conferred Dr Mishra with the Indian Library Leaders Award 2012. Dr Mishra received the Prof G Ram Reddy Social Scientist Award 2013 from Prof G Ram Reddy Memorial Trust for his contribution to distance education and OER.He has written and edited over 300 publications in the form of books, chapters, peer-reviewed journal papers, conference presentations, book reviews, and distance learning materials. While at UNESCO, as Programme Specialist (ICT in Education, Science and Culture), he facilitated the adoption of a strategy and policy for open access to scientific information and research. Dr Mishra serves on the Editorial Board of several peer-reviewed journals in the field of distance and online learning. He served as a Board member of Networked Digital Library of Theses and Dissertations (2021-2022).Professor Santosh Panda is a National Fellow at the National Institute of Educational Planning & Administration, Government of India https://www.niepa.ac.in/National_Fellows. He recently retired as Director, Staff Training & Research Institute of Distance Education (STRIDE), Indira Gandhi National Open University. Started university teaching in 1984, and has above 42 years of experience in university teaching, research and administration, including 37 years for open and distance learning at IGNOU. He has been a Fulbright Scholar at UNM/Albuquerque; Chairperson of National Council for Teacher Education (national regulator), Government of India; Director of Policy & Research, Association of Indian Universities; and Director of Distance & Flexible Learning, The University of the South Pacific, Fiji.An internationally recognised leader of distance and online learning from the Global South, he has presented keynotes and workshops in above 30 countries; and has consulted for ADB, COL, DfID, Ford Foundation, GTZ, IDRC, SADC, UNESCO and the World Bank. His recent books include: Handbook of Open Universities Around the World (2025/ Routledge); Case Studies on Blended Learning in Higher Education – design, development and delivery (2025/ Springer); Case Studies on Blended Learning in Higher Education - policy, planning & quality assurance (2024/ Springer), Pedagogy in Practice (2022/ Bloomsbury), Technology Enabled Learning (2021/ COL-Canada), Planning & Management in Distance Education (2017/ Routledge), Economics of Distance and Online Learning (2008/ Routledge). He is the Chief Editor of Scopus-indexed Journal of Learning for Development, published by the Commonwealth of Learning/ Canada (https://jl4d.org/index.php/ejl4d).One of the global Leaders & Legends of Online Learning: https://...
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  • App Inventor: Transforming Tech Consumers into Community Innovators

    App Inventor: Transforming Tech Consumers into Community Innovators
    May 25 2025

    App Inventor is a free, open-source web platform that empowers people of all ages to create mobile applications and make a meaningful impact on their communities. Built on over 15 years of research and development by MIT and Google, App Inventor helps users become creators–not just consumers–of technology.

    Its foundation lies in the principles of constructionism and computational action: the belief that people learn best when actively engaged in building projects that are personally meaningful and useful to themselves and those around them. Through teacher and student education programs, along with global app challenges in partnership with local governments and nonprofits, App Inventor inspires users to develop apps that benefit their communities, fostering both digital literacy and civic engagement.

    About our guests

    Natalie Lao (photo, LinkedIn): Dr. Natalie Lao is the Executive Director of the App Inventor Foundation, a 501(c)(3) nonprofit founded by professors and engineers at MIT and Google with the mission of empowering students to create meaningful technologies that can transform their lives and uplift their communities. She received her B.S., M.Eng., and Ph.D. in EECS from MIT CSAIL (the Computer Science and Artificial Intelligence Laboratory), where she developed database and AI components, and led research, curriculum development, and teacher training for MIT App Inventor initiatives across the globe. At MIT, she was Co-creator and Instructor for the undergraduate course 6.S198: Deep Learning Practicum, and led the trajectory team for the MIT Inclusive AI Literacy and Learning project. Natalie serves as Expert on Mission for UNESCO's AI & the Futures of Learning project, where she co-authored the United Nations's AI Competency Framework for School Students.

    Maura Moore-McCune (LinkedIn) is a student in Kings Hospital School and has created VIPMOD: Vision Impaired Person’s Moving Object Detector - an award-winning app which detects fast-moving objects for use by vision impaired people so that they can live safer and more independent lives. Vision Ireland will be testing VIPMOD in the WayFinding Centre – an indoor environment replicating the real-world experience of using public transport for vision impaired people.

    Tianyi (Tony) Huang (LinkedIn) is a rising senior at American High School in California and the founder and president of App-In Club, a global student-led nonprofit that empowers students of all ages to create impactful apps. Since learning about MIT App Inventor in 9th grade, Tony has created numerous apps and won the Congressional App Challenge and the World Artificial Intelligence Competition for Youth (WAICY).
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  • Mi Amigo is Khanmigo: "60 Minutes" of Fame for Hobart, Indiana Schools

    Mi Amigo is Khanmigo: "60 Minutes" of Fame for Hobart, Indiana Schools
    May 18 2025
    In Episode #233 of Silver Lining for Learning we feature Khanmigo, a highly discussed AI-powered online tutor. Proponents contend that it could transform K-12 education by changing teachers job roles to be more of an ever-ready coach, counselor, and learning facilitator, instead of always directly in charge of delivering content. Experts also contend that intelligent tutoring systems like Khanmigo could also change the ways in which students learn by personalizing the learning process, providing immediate feedback and suggestion, and creating an overall less stressful environment. According to the Khan Academy, Khanmigo is being piloted in 266 school districts as of December 2024. One of those school districts is the School City of Hobart, Indiana. The school district was feature on 60 Minutes with host Anderson Cooper. During the broadcast, Cooper interviewed many students as well as the Superintendent, Dr. Peggy Buffington, about the effectiveness of Khanmigo as well as how the system might flag concerns about student interactions and activities in the system which might signal remedial forms of learning or timely interventions from a mental health counselor. During Episode #234, we will fortunately hear from Dr. Buffington as well as two School City of Hobart teachers, Alaina Richter and Melissa Higgason (see bios below). We are sure that this episode of SLL will have plenty of ideas, applications, and examples of who teachers might use AI technology in different educational settings. Given recent advances in generative forms of AI associated discussion and debate about the benefits and challenges of AI in education, ideas discussed should have immediately application.Some links to the TV episode and post episode reflection and chat with Anderson Cooper are below. They were on 60 Minutes with Anderson Cooper in December: Khan Academy partnership with Hobart School District in Indiana (60 Minutes feature with Anderson Cooper; December 9, 2024): https://www.hobart.k12.in.us/our-district/scoh-khan-aacademyMeet Khanmigo (60 Minutes): The student tutor AI being tested in school districts | 60 Minutes: https://www.youtube.com/watch?v=Ia3CPhVkUtgHow Khanmigo AI can help kids in emotional distress; https://www.youtube.com/watch?v=P6ltnjJu4NMSpecial Episode - Creating Opportunities for Career Success with Anderson Cooper; https://www.youtube.com/watch?v=0RELN9cxB_EDr. Peggy Buffington, Ph.D. is the Superintendent of School City of Hobart. Peggy Buffington served as co-chair of Ready NWI, the education arm of the One Region, One Vision leadership team to improve the quality of life in Northwest Indiana. Ready NWI meets once a month with its partner sponsors of the Center of Workforce Innovation, and Higher Education Partners, to raise the percentage of people with postsecondary degrees in the area to 60 percent. The group has grown to include 30 sister school districts. They are paving the way for students to Be Ready for College and Careers!Peggy earned two degrees from Purdue University Calumet including a Bachelor of Arts Degree in Elementary Education/Reading Endorsement and a Master of Science in Instructional Design. She earned a Doctor of Philosophy in Curriculum and Instruction and Educational Technology from Purdue University. She has received several awards including the Purdue Calumet Outstanding Alumni Award, Outstanding Achievement Educator Award from the Hobart Chamber of Commerce, the Educator of the Year Award from the American Legion Post 54, Teacher of the Year for The Great Gateway Region of the United States for Technology & Learning, Indiana Teacher of the Year, One Region’s Outstanding Contribution Award, Excellence in Education from AdvancEd, District 1 Indiana Superintendent of the Year, the Indiana School Board Association Lorin A. Burt Outstanding Educator of the Year, and was inducted into Ivy Tech’s Society of Innovators. Peggy has been published in several education journals. She serves on the board of the St. Mary Medical Hospital. She believes there is no greater mission in life than to serve others, especially children. She can be reached at Dr. Peggy Buffington: peggyb@hobart.k12.in.usMelissa Higgason, M.S.Ed., is a passionate educator with over 20 years of experience in science education, curriculum development, and research development. As a Chemistry Teacher at Hobart High School, she leverages inquiry-based teaching methods and cutting-edge tools like Khanmigo, an AI platform developed by Khan Academy, to inspire curiosity and innovation in her students. Previously, Melissa served as Associate Director of the Center for Science and Technology Education at Purdue University Northwest. In this role, she developed and implemented technology-enhanced curricula for K–12 science educators, led professional development workshops, and taught alongside teachers to model best practices in STEM instruction. She also supported grant-funded initiatives to advance STEM education ...
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  • Generation of Change: Empowering Afghan Girls and Women Through Online Education

    Generation of Change: Empowering Afghan Girls and Women Through Online Education
    May 3 2025
    We live in an age of many educational and societal changes; some even transformative. During the past five years, Silver Lining for Learning (SLL) has showcased dozens of organizations and institutions fostering such changes, inventions, and movements around the world. In Episode #232 of SLL, we feature a relatively new organization called Generation of Change (GOC). Importantly, GOC is a non-profit organization dedicated to empowering girls and women in Afghanistan through innovative online learning courses and programs. In terms of content targets, GOC provides training in the English language as well as computer literacy and math classes to girls across Afghanistan to help them pursue a variety of career opportunities in the future.GOC is also committed to fostering gender equality that can enable Afghan girls and women to have access to quality education. The mission of the leaders at GOC is make the needs of these girls and women more salient while striving for educational policy changes that can help the world become more just and equitable. Through their educational platform, they connect students with highly quality educators and trainers for around the planet, and, in turn, begin to create a global network of rich knowledge sharing and collaboration. As that occurs, brighter futures open up for girls in Afghanistan who are the future leaders of the country. By empowering girls and women, GOC is playing a vital role in breaking cycles of poverty and oppression. Empowerment, inclusivity, connection, collaboration, integrity, empathy, and unlocking potentials of Afghan girls and women are the principles underlying GOC.homepage (https://gocafghanistan.org/the-goc) andteam (https://gocafghanistan.org/who-we-are-1) and watch the short video below.Generation of Change Organization Anniversary video (1:52)Safar Mohammad Hamrah is an Afghan-Canadian computer science student at Indiana University (IU) in the United States. He is deeply passionate about blending technology with meaningful social impact. Originally from Afghanistan and having lived in Canada, Safar is now pursuing his undergraduate studies at IU. Safar is the founder of Generation of Change (GOC); a volunteer-led organization that provides online education to Afghan girls who are unable to attend traditional schools. Through GOC, Safar leads a dedicated team focused on promoting educational equity and empowerment. Building on this foundation of service, Safar’s people-first leadership style is shaped by his background and values, He is currently pursuing a minor in Leadership and a specialization in Artificial Intelligence, along with a strong interest in prompt engineering. He is widely recognized for his empathy, creativity, and unwavering commitment to supporting underserved communities. A lover of Persian poetry, photography, and mindful living, Safar merges tradition with technology to create tools that educate, empower, and inspire. His email contact is: smhamrah@iu.eduMohammad Naweed Hesan is a multitalented creative expert with over six years of professional experience in branding, graphic design, and 3D illustration. He has freelanced with startups, NGOs, and established brands globally, delivering efficient visual solutions that amplify identities and spark engagement. Side by side with his artistic pursuits, Naweed is a driven Coordinator at Generation of Change Afghanistan (GOC), His mail contact is: naweedullahhessan@gmail.comParwin Hamrah, is an economics major with a finance minor at the Asian University for Women (AUW). She is deeply passionate about making complex ideas accessible and relatable through storytelling. As an international student, she believes in education's transformative power, especially for girls and women. Being a member of Generation of Change (GOC), she has dedicated herself to empowering young women who have been denied their fundamental right to education. She holds that the key to societal development lies in the enlightenment and participation of every individual, particularly women and girls. When women are silenced or excluded, the entire nation suffers. Through GOC, her team has worked to inspire and enhance our sisters, advocating for education as a tool of liberation and progress. Our mission is to contribute to a world where education is a right, not a privilege, and where every girl has the opportunity to unlock her full potential. Parwin's email contact is: Email : parwinhamrah4@gmail.com
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  • Stepping Up: Refugees in Need of Higher Education and So Much More

    Stepping Up: Refugees in Need of Higher Education and So Much More
    Apr 19 2025

    With climate change, political unrest, wars, famine, there are countless people experiencing forced migration today as well as others impacted by the suspension of refugee programs, there is a dire need to step back to see the big picture for higher education as well as step up. The goal of episode #231 is to help people understand the circumstances in the world and how it affects people on the move, including humanitarian implications and possibilities. Some of the most vetted people on the planet who have been approved to migrate to the United States are being stopped and are stranded in route. And yet, the data indicate that within 6 years of arrival, such refugees are more highly employed than US citizens; in fact, the statistics are highly revealing in terms what they contribute back to society, Recent students with refugee status at Indiana University (IU) have come from Ukraine, Congo, Syria, South Sudan, Palestine, Pakistan, Iran, and most from Afghanistan. In this episode, we will get an update on such data from Nicole Bennett, Assistant Director for the IU Center for Refugee Studies. We will also hear from Rendy Schrader, Senior Director, International Student & Scholar Programming and New Initiatives, Office of International Services at IU, As Rendy points out, just 1 percent of refugees had access to higher education in 2019. That has increased to 7 percent in 2024 and the goal is 15 percent by 2030, per the Office of the United Nations High Commissioner for Refugees (UNHCR). The UNHCR is an agency that was mandated by the U. N. "to aid and protect refugees, forcibly displaced communities, and stateless people, and to assist in their voluntary repatriation, local integration or resettlement to a third country" (Wikipedia, 2025). Given the series of shockwaves caused by recent news, refugees need universities to step up even more right now as they need training on multiple topics including dietary needs, credentials, housing needs, immigration status, the importance of work, the reality of their educational studies, sending money home, and much more. Among the resources in Indiana for refugees is Patchwork Indy is a not-for-profit organization in Indianapolis, Indiana, deeply involved in refugee resettlement and support. IU also partners with Exodus, which develops relationships with schools, churches, etc. and helps bring it all together when the families arrive. Listen or watch Episode #231 for some interesting timely and current data, emotionally impactful stories, and ways that your organization or institution can perhaps step back and step up.

    Rendy Schrader is Chair of Indiana University’s Refugee Task Force, Rendy Schrader has led the campus effort to admit and serve refugee students for the past four years. She is based in the IU Office of International Services, where she is a Senior Director for International Student & Scholar Programming and Initiatives. After graduating from IU in 1982, she moved to Washington, DC and began a career in international education and has worked in it ever since. Working with this population has been among the most rewarding work she’s done.

    Nicole Bennett is a Ph.D. Candidate in the Department of Geography with a minor in Informatics at Indiana University Bloomington. She is the Assistant Director of the IU Center for Refugee Studies. She uses her experience working for the United Nations High Commissioner for Refugees (UNHCR), the Ministry of Gender, Labour, and Social Development in Uganda, and other humanitarian and development agencies to critically interrogate the turn towards data-driven solutions in the humanitarian space. Ms. Bennett is interested in physical/digital interaction and how technology intensifies these spaces of interaction.

    July 25, 2024, IU’s relationship with refugee resettlement organization helps with fresh starts, self-sufficiency: https://news.iu.edu/live/news/37243-ius-relationship-with-refugee-resettlement-organization, Indiana University News.
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  • Rewriting Foreign Language Education through AI

    Rewriting Foreign Language Education through AI
    Apr 12 2025
    Rewriting Foreign Language Education through AI with Nicole Mills, Arnaud Dressen, and Hannah KimAs artificial intelligence becomes increasingly integrated into educational contexts, its potential to support—not replace—student learning is generating both excitement and important questions. In the field of language education, this moment offers a compelling opportunity to rethink how writing is taught, especially for beginning learners. In Episode 230 of Silver Lining for Learning, we are joined by Nicole Mills, Arnaud Dressen, and Hannah Kim to discuss their innovative work on the design and evaluation of an AI-powered writing companion for foreign language learners.Their research centers on a multimodal, process-oriented writing platform that encourages students to engage in “reading to write” activities through dynamic interactions with a chatbot thought partner. Grounded in both the psychology of language learning and user experience design, their study explores how features like teaching presence, anthropomorphism, and writing self-efficacy influence how students perceive and engage with the tool.What they discovered was striking: students who reported greater enjoyment using the platform were also more likely to value the writing process and feel more confident in their foreign language writing abilities. At the same time, a strong perception of the AI’s teaching presence surprisingly correlated with reduced enjoyment of learning French. While students appreciated the human-like qualities of the chatbot, anthropomorphism alone did not predict better outcomes—suggesting that enjoyment and thoughtful design may matter more than simply making AI seem lifelike.In this episode, we explore the implications of these findings for future AI design in education, including the importance of customization, credibility, and learner agency. Join us for a discussion about how AI tools, when rooted in sound pedagogical research and theoretical foundations, can reshape the language learning experience for the next generation.Readings and ResourcesLink to published article in the Foreign Language Annals:Mills, N., Hok, H., Dressen, A., & Veillas, Q. (2025). Design and Evaluation of an Interactive AI Companion for Foreign Language Writing. Foreign Language Annals, 58(1), 1-30. https://onlinelibrary.wiley.com/share/author/SVAUFFDRNA68HATQD6BP?target=10.1111/flan.12790Substack feature from Open AI for Education: Teaching with ChatGPT: Immersive Language Learning with AILink: https://edunewsletter.openai.com/p/immersive-language-learning-withEpisode GuestsNicole MillsNicole Mills is the Joint Director of Language Programs in the Department of Romance Languages & Literatures and lecturer in the Graduate School of Education at Harvard University. She teaches courses in French, language pedagogy, and technology enhanced language learning and serves as the advisor for Harvard’s Bok Certificate in Teaching Languages and Cultures. Her research interests are associated with the psychology of language learning and their intersection with virtual and simulated environments in language learning, with a particular focus on artificial intelligence and virtual reality applications. Her book Perspectives on Teaching Language and Content (co-authored with Stacey Katz Bourns and Cheryl Krueger) was published in 2020 with Yale University Press and she has various publications in the Modern Language Journal, the Foreign Language Annals, Language Learning, the CALICO journal, the International Journal of Applied Linguistics and in various edited volumes. She holds a Ph.D. in Educational Studies and French from Emory University.Hannah Hok KimHannah Hok Kim is currently a postdoctoral researcher split between the MIT Libraries with the Center for Research on Equitable and Open Scholarship, MIT’s Department of Brain and Cognitive Sciences with saxelab, and Harvard University’s Department of Psychology with the Thomas Lab. She previously received her Ph.D. at the University of Chicago working with Alex Shaw. Hannah studies social and moral cognitive development. She is particularly interested in children’s early emerging intuitive theories about the use of rules and procedures in coordinating group-decisions.Arnaud DressenArnaud is the CEO and founder of Wonda, a cutting-edge web platform focused on immersive learning.Driven by a passion for using technology to enhance human creativity and foster collaboration, Arnaud has spent more than two decades at the forefront of media and education. His previous achievements include the creation of one of the first community-driven investigative journalism platforms, supported by the United Nations and the Ford Foundation, and pioneering innovative interactive documentaries featured at SXSW and the Cannes Film Festival.Arnaud's recent endeavors with Wonda have been focused on providing educators with innovative tools to facilitate the teaching and learning of vital 21st-century ...
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