Professional
Structure teaches, whether or not anyone designed it to.
A room, an interface, and a set of rules all shape behaviour before anyone intends them to. My work is about doing that deliberately: investigating how spatial design, technology, and media come together, and translating what holds up into something a school or a team can actually use. What follows is organised by what I work on and how I think about it, rather than by project — the principle travels further than the artefact does.
Four domains
What I work on
Each domain page sets out the question, why it matters, what I have come to believe, and what I would still argue about.
Learning-space design
How might space, participation, tools, and routines support the forms of learning intended?
Immersive and extended reality
When does an embodied or spatial digital experience add educational value?
Interactive learning experiences
How should learners act, receive feedback, and build explanations inside an interactive system?
Media and multimedia for learning
How should words, visuals, and sound combine so that media clarifies rather than distracts?
What I’m building
Three ways of thinking that belong in the same hand.
Futuring, complexity, and ways of thinking are usually taught separately, by different people, to different audiences, using incompatible vocabulary. That is a problem, because the situations educators face need all three at once. I am working on bringing them together into one coherent toolkit — few enough moves to be learnable, structured enough to be teachable, and honest about where each way of thinking stops being useful.
Read the toolkitWriting
Notes on practice
Generalised arguments, written from experience without disclosing it. The situation in general terms, the question, the move, what it produced, and what transfers.