Dr Helen Street is a social psychologist and educator and has worked extensively with schools around the world since 1999. She holds a position as Honorary Research Fellow at the University of Western Australia, Graduate School of Education as well as adjunct research consultant for the health department of Western Australia’s Centre for Clinical Interventions.

Dr Philippa Hardman is a learning scientist and affiliated scholar at the University of Cambridge. She is the creator of the ⁠⁠DOMS™️ learning design engine⁠⁠ - a groundbreaking evidence-based learning design process. She is a thought leader in the world of learning design and has spent 20+ years researching learning science & designing in-person, online & hybrid learning experiences. Phil has designed some of the world's most high-impact learning experiences, including the University of Oxford's first and most successful MOOC. She also successfully led the largest learning design project in history while VP of Learning at ed-tech start-up, Aula. More recently, Phil has started to consider the role of AI in learning design and delivery and recently delivered a TEDX Talk on AI and Education.

Carl Honoré is a bestselling author, broadcaster and the voice of the Slow Movement. His two main-stage TED Talks have been viewed millions of times. His TED Course is entitled How to slow down.

Following on from Part One, this episode brings together many different voices on generative artificial intelligence (AI), from students reflecting on the fragility and uncertainty of their future lives and careers through to system leaders responding to the hyperbole around the advances in AI.

Generative advanced artificial intelligence (AI) has made significant developments in recent months, confounding all expectations of how quickly its capabilities and access will progress. In this episode Tim Logan speaks with people from across the education system to create spaces for conversations in which we can understand how people are responding and what the longer-term implications are for the way we teach and learn in schools, universities and beyond.

Dr. Mary Helen Immordino-Yang⁠⁠ studies the psychological and neurobiological bases of social emotion, self-awareness and culture and their implications for learning, development and schools. She is a Professor of Education at the ⁠⁠USC Rossier School of Education⁠⁠, a Professor of Psychology at the Brain and Creativity Institute, a member of the Neuroscience Graduate Program Faculty at the University of Southern California, and Director of the USC ⁠⁠Center for Affective Neuroscience, Development, Learning and Education (CANDLE)⁠⁠.

Prof. Yusef Waghid, a leading African philosopher of education, holds three doctorates in the fields of education, policy, and philosophy from the University of the Western Cape and Stellenbosch University in South Africa, respectively. As a tenured professor since 2002 he was honoured with the title of distinguished professor (2014-2023) on the grounds of his research excellence at Stellenbosch University. He has been a prolific author with 419 publications to date of which 54 are academic books and edited collections and, 89 invited contributions to books. He received the Association for the Development of Education in Africa's prestigious Education Research in Africa Award: Outstanding Mentor of Education Researchers (2015). Throughout his tenure, he occupied leading management positions at Stellenbosch University, such as having been appointed Chair of the Department of Education Policy Studies (2003-2007, 2022); and Dean of the Faculty of Education (2007-2012; 2017-2018). In the main, his long-standing relationship with education began as a high school science teacher (1979-1996) before he joined higher education as a senior teaching advisor to advance his professional career in higher education (1996-).  

Dr. Ginie Servant-Miklos is Assistant Professor at Erasmus School of Social and Behavioural Sciences in Rotterdam, the Netherlands.

Previously she was a Senior Lecturer in the Humanities Department of Erasmus University College and held a visiting professorship in experimental pedagogics at Tyumen University, Russia. 

In 2017, ⁠⁠Roger L. Martin⁠⁠ was named the world’s #1 management thinker by Thinkers50, a biannual ranking of the most influential global business thinkers.

Roger is a trusted strategy advisor to the CEOs of companies worldwide including Procter & Gamble, Lego and Ford.

The Global Bildung Network is a network run by volunteers and convened by ⁠Lene Rachel Andersen⁠. It is a project under ⁠Nordic Bildung⁠. Nordic Bildung is an association based in Copenhagen, Denmark and can be found at ⁠www.nordicbildung.org⁠. If you would like to know more, you can contact them at ⁠info@nordicbildung.org

Zaretta Hammond⁠ is an international education consultant and the author of the best-selling book ⁠Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students⁠. She holds a Master’s in Education in English Education, with a concentration in Writing from the University of Colorado, Boulder.

Michelle Blanchet is co-author of ⁠The Startup Teacher⁠ (Times 10, 2020), co-author of ⁠Preventing Polarization⁠ (Times 10, 2023), and an educator and social entrepreneur striving to improve how we treat, train, and value our teachers. After ten years of experience working with young people, she founded the ⁠Educators’ Lab⁠, which supports teacher-driven solutions to educational challenges. Michelle earned a master’s in international relations from Instituto de Empresa in Madrid. She has taught social studies in Switzerland and the U.S. and has presented at numerous events, including SXSWedu and TEDxLausanne. Michelle is a part of the Global Shaper Community of the World Economic Forum. She has worked with organizations like PBS Education, the Center for Transformative Teaching and Learning, Ashoka, and the Center for Curriculum Redesign.

Dr Jo Boaler is the Nomellini & Olivier Professor of Education at Stanford University. Former roles have included being the Marie Curie Professor of Mathematics Education in England, and a maths teacher in London comprehensive schools. Her PhD won the national award for educational research in the UK. She is an elected fellow of the Royal Society of Arts (Great Britain), and a former president of the International Organization for Women and Mathematics Education (IOWME). She is the recipient of a National Science Foundation ‘Early Career Award’, the NCSM Kay Gilliland Equity Award (2014) and the CMC Walter Denham Mathematics Leadership award (2015). She is the author of eighteen books and numerous research articles. She is a White House presenter on women and girls. 

Aksinya Samoylova⁠ is both a pioneering HR professional, and a passionate progressive educator. She saw that versatility is often overlooked or ignored in the hiring and management process, and that the same issue is endemic to international educational practices. Aksinya felt compelled to investigate polymathy and how it impacts education and work. The result was her book, ⁠Why Polymaths⁠?

Abby Falik⁠ is an award-winning social entrepreneur committed to launching the generation of leaders our world needs now.

Alex Budak⁠ is a ⁠Berkeley Haas⁠ professional faculty member, a social entrepreneur, and the author of the very popular book, ⁠Becoming a Changemaker: An Actionable, Inclusive Guide to Leading Positive Change at Any Level⁠.

Alex believes everyone has the potential to lead positive change, and he dedicates his life to helping people from all walks of life become changemakers. He co-founded ⁠StartSomeGood.com⁠, a platform that breaks down the barriers that prevent people from enacting change. StartSomeGood.com has now helped over 1,000 changemakers in 50 countries raise over $12 million to catalyze new initiatives. 

Amala⁠ has developed the first international high school curriculum for young people who are displaced. They also offer Changemaker Courses in areas such as Peace-building, Ethical Leadership, and Social Entrepreneurship. Formerly known as Sky School, Amala was conceived in 2017 in response to the gap in quality education provision for displaced youth.

⁠Holli Ghaisen⁠ is the Learning Lead for Amala in Kakuma, Kenya. Holli believes Amala’s High School Diploma is not only the answer to the high demand for education in Kakuma, but that it is also offers solutions to the community’s problems. He joined Amala to be part of that solution. Holli has worked for organisations such as Jesuit Worldwide Learning (JWL) and Lutheran World Federation (LWF).

This week's episode is a special selection of conversations with some amazing educators and entrepreneurs who are creating vital educational spaces that tackle social, spatial and environmental injustice, build individual and community well-being and livelihoods, and develop personal agency. All three of them are achieving this, in part, by radically rethinking approaches to the way that education has historically been funded and seeking out alternative innovative approaches that create leverage points for educational systems change with very exciting potential.

This week is a really special episode where we get to hear from some incredible students and teachers from around the world with one thing in common! They are all doing amazing work to explore the possibilities that come when we invite learners to be much more involved in who directs the learning process, what gets learned and what the role of the educators is in our schools. 

We will hear from Amalia, Mehrbanoo, Bruno and Ollie at ⁠International School of the Hague⁠, Natalia, Bryant, and Mark at ⁠Avenues School⁠, New York, Michaela, Lauren, and James at ⁠Northern Bay College⁠ in Geelong, and lastly Charlie, Josie, Dylan and Nathan at ⁠Prahran High School⁠ in Melbourne.

Dr. Theo Dawson⁠ is the founder and CEO of ⁠Lectica, Inc⁠. Since the early 1990s, Dawson's research has focused on developing and building an alternative assessment infrastructure and the technologies to support it. She received her Ph.D from the University of California at Berkeley's Graduate School of Education. Her award-winning dissertation presented a new approach to measuring learning and describing learning pathways. 

She is the author of numerous articles, book chapters and papers on issues related to human development in journals such as Cognitive Development, Mind, Brain, and Education, The European Journal of Developmental Psychology, Genetic, Social, and General Psychology Monographs, The Journal of Applied Measurement, and Developmental Review, has contributed chapters to several edited books, has made many presentations at professional conferences and events.