The REDlab Team
Shelley Goldman studies learning in and out of school, and applies findings to the development of teaching and learning environments. Goldman's work focuses on creating opportunities for rich math learning, and understanding how design thinking and technologies can increase access to and transform learning. A professor at Stanford University's School of Education, Shelley is on the faculty of the Learning Design and Technology master's degree program and the Learning Sciences and Technology Design doctoral program. She is also, by courtesy, faculty in Mechanical Engineering-Design Track. Shelley has been involved in the founding of three public schools (an alternative school, a school-within-a-school, and a charter). Goldman's work combines research and practice, and focuses on bringing design thinking into K-12 teaching and learning, rich mathematics learning, and the design and research of learning technologies. She has been developing and researching mobiles for learning in school and out in the world. Goldman has published widely and is co-editor of two volumes, Thinking Practices in Mathematics and Science and Learning and Educating Learning Technology Designers.
Maureen Carroll, Ph.D., is the Research Director of REDlab, a partnership between Stanford University's School of Education and the Hasso Plattner Institute of Design (d.school). She has a Ph.D. in Education from the University of California at Berkeley, a Master's degree in Special Education, and a B.S. in Biology. Carroll is also the co-Founder of Lime Design, a design consultancy whose mission is to catalyze innovation in both the education and corporate sector.
Adam Royalty is a design lecturer at the Hasso Plattner Institute of Design (d.school). He helped found the d.school's Environments Collaborative and K-12 Lab. Besides designing tools that allow people to gain confidence in their creative thinking, he works as part of REDlab to understand the impact of design thinking. Using quantitative and qualitative methods learned through his degrees in Math and Education Adam maps creative processes in order to understand and maximize innovation potential.
Zaza Kabayadondo is a fourth year PhD student in Learning Sciences and Technology Design, with a cross-specialization in Anthropology. She examines the civic and political role of technology-infused media for subcultures and indigenous communities that negotiate and/or resist dominant ideologies. She's fascinated by the possibilities for the design thinking mindset in these negotiations and resistance(s) and by how the design thinking process fosters agents for political and social change. She is also interested in experimental media arts, African studies, legal and critical theory. She lives in San Francisco and loves black, ginger, scrawny, tabby and Siamese cats, but concedes that dogs will do too.
Rob Lucas studies educational projects in which students learn as they create work of public value, often using new media and distributed online. A former 6th grade social studies teacher, he work centers on history and social studies classrooms. Other interests include open source curriculum and online knowledge sharing among teachers. Rob is a sixth year PhD student at Stanford in Curriculum & Teacher Education and Learning Sciences & Technology Design. He holds a bachelor’s degree from Harvard in Social Studies and a M.Ed. from Harvard in Technology, Innovation, and Education.
Molly Bullock is interested in the long-term impact of Design Thinking on K-12 education- for administrators, teachers, and students alike. She is a third year PhD student in Learning Sciences and Technology Design with a cross-specialization in Curriculum Studies. Molly is passionate about the role of Design Thinking in curriculum and school redesign, specifically how the use of human-centered, empathy driven protocols can revolutionize traditional problem solving and collaboration. As a former elementary and middle school teacher, she has first hand experience with the positive student transformations resulting from the introduction of Design Thinking protocols and mindsets into the classroom. Additionally, Molly is interested in teachers and students utilizing new technologies in meaningful ways to augment instruction and improve meaningful student outcomes.
Tanner Vea is a first-year PhD student in Learning Sciences and Technology Design. He holds a BA in Media and Culture from Bard College and an MA in Instructional Technology and Media from Columbia University. Tanner previously worked on the interactive team at WNET in New York, where he was an Emmy-nominated interactive producer for the PBS program Nature and the PBS KIDS program Cyberchase. His current interests include children’s learning in STEM domains, play and learning in informal spaces, and the design of learning environments using mobile devices and other technologies to support meaningful collaboration. Tanner believes that the mindsets of design thinking hold promise for orienting young people toward solving environmental and economic challenges.
Aaron graduated from Stanford’s Learning, Design and Technology Master’s program in 2012. As an educator with more than 10 years of experience as a teacher, policy maker and school leader in Singapore, Aaron is interested in redesigning public education through the use of technology and new pedagogical approaches. He believes that design thinking has the potential to reconnect students and educators with authentic and meaningful learning. He is especially keen to explore how design thinking can play a central role in public schools, and how it can impart mindsets that support creativity. Aaron holds a bachelor's degree in English from the University of Cambridge, and a Masters in English and American literature from Stanford.
Megan Luce, Ph.D., is a research associate contributing to REDlab’s strand of research on family science learning in informal and casual contexts. Her doctoral research in Developmental Psychology focused on understanding how children’s cognition develops in the context of family activity and conversation. Megan draws upon socio-cultural theories of human development to ask questions about how children learn to reason in ways that align with scientific thinking, and how children’s out-of-school experiences relate to the ways they approach science learning. Prior to joining REDlab, Megan was a post-doctoral researcher at UC Berkeley’s Lawrence Hall of Science, and as a graduate student she worked on design and research of a hands-on science exhibition at Children’s Discovery Museum of San Jose.
Eng Seng is a second-year masters’ student in the mechanical engineering department, with a bachelor’s degree in mechanical engineering from Duke University. He has taught STEM at a variety of levels, from his high school days in Singapore to teaching summer school programs for gifted children. As a presenter and a teacher, he hopes to gain insight into how people learn and how to most effectively teach, while sharing his passion for energy and STEM with college and K-12 students alike. His intent is to make the intuitive but difficult principles of design thinking accessible to teachers and students around the world.
Bernie Roth is a longtime veteran of the Stanford design scene. He first came to the Stanford Design Division faculty in 1962 and now works in the d.school. The experience of the Vietnam-War protest movement, the Human Potential Movement, and the other social upheavals centered around San Francisco, totally changed his life as an educator. His most recent activities have moved him more strongly into experiences that enhance peoples' creative potential through the educational process. His primary intention as an educator and person is to empower his students,colleagues and friends to have fulfilling lives. Bernie brings to the d.school and REDlab a wealth of experience in teaching design, an intimate knowledge of the functioning of Stanford University, and a worldwide reputation as a researcher in kinematics and robotics. Together with Doug Wilde and the late Rolf Faste, Bernie has developed the concept of a Creativity Workshop. This has been offered to students, faculty and professionals around the world. Read more.
Susie Wise holds a PhD from the Stanford University School of Education and specialized in story-based software games for kids in the Learning Sciences and Technology Design program. She was first the founding director of the K-12 Lab, leading the team that developed the Nueva School's Innovation Lab and other school partnerships. After graduating from the University of Pennsylvania she was all set to head to DC to work as a legislative press aide. But at the last minute she thought better of having her training come from "all those boys in blue blazers." Instead she figured she'd find her own way. Her connection to human-centered processes goes back to early work with rape and incest survivors, teaching HIV/AIDS prevention to middle schoolers, and collaborative women's theater. Her more formal link to design came from starting out as a bug tester for an edutainment software company. Surprised when all the bugs she meticulously documented came back labeled "not a bug; it's in the design," she thought, "surely, something is wrong with this process." Read more.
Friends of the REDlab
The REDlab has also worked closely with:
Leticia Britos Cavagnaro
Leticia comes from the world of science, where she learned to engineer new forms of life and acquired strong analytical skillsw while obtaining a Ph.D. in Developmental Biology at Stanford University’s School of Medicine. She presently puts these skills to good use as member of the Research in Education and Design Lab at Stanford’s School of Education. She is adjunct faculty at the Stanford Technology Ventures Program, and co-teaches the Creativity and Innovation class at the Hasso Plattner Institute of Design (d.school). As the co-founder of the design consultancy Lime Design, she has worked with Google, Microsoft and Oracle Education Foundation, among others.
David Kwek is interested in revolutionizing the education experience of the 21st century learner and developing educators as "designers" of innovative curriculum that captures the human imagination and drives learning for higher performance. As a Curriculum and Teacher Education student at the Stanford University School of Education, he seeks to investigate questions that have arisen from seven years of classroom teaching and curriculum development in Singapore. He is especially interested in harnessing the new generation's boundless energy and excitement about technology, and engaging them in solving meaningful, real-world problems. Having gone through the Design Thinking Bootcamp himself, he bears testament to the potential of this innovative process in empowering youths to develop greater empathy and pushing the boundaries of creativity to inspire deeper understanding and passion for learning.
Jain Kim is interested in the impact of design thinking and how it can reshape the learning experience in the 21st century for both designers and non-designers alike. She graduated from the MA Learning Design and Technology program at Stanford University School of Education. Jain has a Master's degree in Design Futures from Goldsmiths College, University of London and has worked with a Universal Design (UD) consultancy in Tokyo; and more recently with a visual branding consultancy in Seoul while lecturing part time at colleges and Universities.
Jaime Koh worked on the REDlab team from 2008 to 2009. She holds a Master's degree in Learning, Design and Technology from the Stanford University School of Education. Here interest is in supporting different learning styles in education and she is currently pursuing a doctoral degree. View her Master's portfolio.
As the principal at the Bayside S.T.E.M. Academy, Jeanne's leadership in design thinking methodologies has helped position faculty and students on academic paths.
Michael Hornberger worked with the REDlab for two years when he was an undergraduate at Stanford. He is interested in the power of design, and conducted research with middle school students in science and geography classes. Michael continues work in applied mathematics.
Joyce is currently exploring design thinking at the d.school, and getting involved with our prototyping.
Chris is Associate Research Professor in the School of Architecture at Mississippi State University. Chris has been a thought partner and helped students when we did a study related to an architecture curriculum unit. Read more.
The Hasso Plattner Institute of Design at Stanford University (d.school)