Who I am
About
I have spent the last 20 years working in education, design, technology, and systems.
I began closest to the learner: teaching, classrooms and school management.
Over time the scale widened — to curriculum and national resources, learning spaces, digital platforms, immersive learning, and system-level questions.
That movement changed the kinds of problems I became interested in.
A classroom problem is sometimes a product problem. A product problem may actually be an implementation problem. An implementation problem may originate in incentives, organisational routines, policy, or assumptions about learning.
I increasingly think about these as problems of designed conditions.
How I got here
I trained as a geography educator. It remains the core of how I approach the world: geography teaches you to read a place, and to treat terrain, scale, and interdependence as causes and consequences rather than background.
I taught for 10 years, while serving as Head of Department in a secondary school from 2008 to 2015, and got involved in most facets of running a school — timetabling, academic programming, school event planning, people and stakeholder management, and policy translation and implementation.
I also had the privilege of teaching a range of subjects (Geography, English Language, Economics, Social Studies) and of leading a team of Design & Technology, Food & Nutrition and Art teachers. The part I still miss is the students — being in a room with them while they work something out.
Somewhere in that stretch I was schooled in design thinking, and it opened onto a set of questions I have not been able to put down since: self-direction, student agency, making, intentional play.
Since then I have crafted curriculum resources and shaped resource development strategy at the Geography Unit, and I now work on improving the user experience of the Singapore Student Learning Space at the Educational Technology Division, amongst other technology-enabled learning explorations, research and projects.
Read in order, those roles are a move across scales — one class, then one school, then one subject across every school, then one national platform. The question has not changed much. Only the size of the room.
Across scales
Across scales
- Learner: Teaching, learning, cognition, and individual experience.
- Classroom: Pedagogy, interaction, learning environments, and teacher practice.
- School: Leadership, implementation, professional practice, and organisational conditions.
- Curriculum: Resources, curriculum design, translation, and system coherence.
- Platform: Digital learning products, interaction design, user experience, data, and infrastructure.
- System: Policy, implementation, capability, complexity, and long-term change.
Working across these scales has made me suspicious of explanations that locate a problem entirely inside one of them.
Better questions often appear when the boundaries move.
Commitments
Commitments that shape the work
Turn a card over to see where on the site each one is argued.
Now
What I am working on
The full snapshot has its own page. Last updated August 2026.
- User experience design. Making a national learning platform legible and workable for the people who have to live in it daily.
- Learning space design. How space, participation, tools, and routines support the forms of learning actually intended.
- Interactive digital technologies. What learners do inside an interactive system — how they act, get feedback, and build explanations.
- A toolkit for educational innovation. Bringing futuring, complexity, and ways of thinking together into something coherent enough to hand to a school team. This is the thread I am most interested in.
Contact
Where to find me
I am likely to be found at Starbucks, in a shared workspace, or wandering the corridors talking to people, rather than at my workstation.
I have all the social media handles and accounts, but am rarely on them.