The “Alliance for the Future of Digital Learning” was formed to support and develop The Digital School’s systems across different stages.
The first-of-its-kind alliance centers on ways to support and advance the future digital education systems globally.
Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education (HGSE). His fields of scholarship include emerging technologies, policy, and leadership. From 2001-2004, he was Chair of the HGSE department of Teaching and Learning. In 2007, he was honored by Harvard University as an outstanding teacher, and in 2011 he was named a Fellow of the American Educational Research Association. From 2014-2015, he was a Visiting Expert at NSF, Directorate of Education and Human Resources.
Chris has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment, a member of the U.S. Department of Education’s Expert Panel on Technology, and a member of the 2010 National Educational Technology Plan Technical Working Group. In 2013, he co-convened a NSF workshop on new technology-based models of postsecondary learning; and in 2015 he led two NSF workshops on data-intensive research in the sciences, engineering, and education.
Chris also was an International Steering Committee member for the Second International Technology in Education Study, and he has participated in technology-based learning initiatives for various Global South countries. He is currently a member of the OECD 2030 Scientific Committee.
His co-edited books include: Scaling Up Success: Lessons Learned from Technology-based Educational Improvement; Digital Teaching Platforms: Customizing Classroom Learning for Each Student; Teacher Learning in the Digital Age: Online Professional Development in STEM Education; Virtual, Augmented, and Mixed Realities in Education; Learning engineering for online education: Theoretical contexts and design-based examples; and The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy
Dr. Paul Kim is the Associate Dean and Chief Technology Officer for Stanford University Graduate School of Education. Kim is also the founder of Seeds of Empowerment, SMILE (Stanford Mobile Inquiry-based Learning Environment), 1001 Stories Project, and Halo-Fi STEM education program. Kim leads initiatives involving the design of learning technologies, educational research, and community development. Kim is also working with numerous international organizations to develop mobile empowerment solutions for extremely underserved communities in developing regions. In his expeditions to Latin America, Africa, and India, he investigated the effects of highly programmable open-source mobile learning platforms on education programs for literacy, numeracy, and entrepreneurship (e.g., math games, storytelling, and entrepreneurship simulations). Kim launched a Massive open online course(MOOC) titled "Designing A New Learning Environment," inviting over 20,000 students from 170 countries to work in teams to lead education reform globally. He is currently advising Asian Development Bank, Lumos Capital Group - edtech investment firm, and Riiid - AI backed learning analytics company.
Professor Jan L. Plass, Paulette Goddard Chair in Digital Media and Learning Sciences and Professor at New York University, is the founding director of the CREATE Consortium for Research and Evaluation of Advanced Technology in Education and co-director of the Games for Learning Institute. Professor Plass’ draws from a broad range of fields, including cognitive science, learning sciences, computer science, and design, to conceptualize, implement, and study new and more effective ways of learning with digital technologies, especially for underserved communities. His research group is investigating cognitive, social, and emotional design patterns for the design of effective simulations, games, augmented reality, virtual reality, and mixed reality tools for learning a wide range of topics for learners of all ages. This work has been funded by over 30 research and development grants from national and international federal agencies and private foundations. For one of his projects, Project Hope, he led a team to design, implement, and evaluate a digital curriculum for Syrian refugee children in Turkey and in Jordan. He is the author of over 120 journal articles, chapters, and conference proceedings, has given more than 200 presentations, and is the lead editor of Cognitive Load Theory (Cambridge University Press, 2011) and of the Handbook of Game-based Learning (MIT Press, 2020). Dr. Plass is a frequent national and international keynote speaker and advisor, helping companies enhance the impact of their products by applying cognitive science and learning sciences principles.
Rebecca Winthrop is a senior fellow and co-director of the Center for Universal Education. Her research focuses on education globally, with special attention to the skills young people need to thrive in work, life, and as constructive citizens.
Dr. Winthrop works to promote quality and relevant education, including exploring how education innovations can leapfrog progress, particularly for the most marginalized children and youth. She advises governments, international institutions, foundations, civil society organizations, and corporations on education issues. She currently serves as a board member and advisor for a number of global education organizations and lectures at Georgetown University.
She has served as the chair of the UN Secretary General’s Global Education First Initiative’s Technical Advisory Group helping to frame an education vision that focuses on access, quality, and global citizenship. With UNESCO Institute of Statistics she co-led the Learning Metrics Task Force that involved inputs from education professionals in over 100 countries to identify how to measure what matters in education systems. She has been a member of numerous other global education initiatives including the G-20 Education Task Force, the Mastercard Foundation’s Youth Learning Advisory Committee, the World Economic Forum’s Global Agenda Councils on education, and an education advisor to the Clinton Global Initiative.
Dr. Winthrop spent 15 years working in the field of education for displaced and migrant communities. As the head of education for the International Rescue Committee, she was responsible for the organization’s education work in over 20 conflict-affected countries. She has been actively involved in developing the evidence base around and global attention to education in the developing world. In her prior position, she helped develop global policy for the education in emergencies field, especially around the development of global minimum standards for education in contexts of armed conflict and state fragility.
Winthrop has authored numerous articles, reports, books, and book chapters, including most recently Leapfrogging Inequality: Remaking Education to Help Young People Thrive with Adam Barton and Eileen McGivney. Other recent publications include: Millions Learning: Scaling Up Quality Education in Developing Countries with Jenny Perlman Robinson; What Works in Girls’ Education: Evidence for the World’s Best Investment with Gene B. Sperling; and Why Wait 100 Years? Bridging the gap in global education with Eileen McGivney. Her work has been featured in the BBC, Newsweek, Time Ideas, NPR, Economist, and The Financial Times, among others.
She was educated at Columbia University, Teachers College (Ph.D., 2008), Columbia University, School of International and Public Affairs (MA, 2001), and Swarthmore College, (BA, 1996).
Anthony Bloome is the Founder and Executive Director of the Mobiles for Education (mEducation) Alliance. The mEducation Alliance is a non-governmental organization focused on the evidence-driven and sustainable role of technology in education to advance quality educational outcomes, particularly in lower-resource, developing country contexts. Initially formed within USAID in 2010, the mEducation Alliance is a unique, multi-stakeholder convening, catalyzing and communications platform for government and donor policymakers, other investors, researchers, and practitioners to work together.
From 2009 to 2020, he was USAID's Senior Education Technology Specialist where he provided technical advice to HQ, Missions and counterpart agencies regarding the appropriate uses of technology to support quality educational outcomes in developing countries. While at USAID, he was also the founder and campaign director for the All Children Reading: A Grand Challenge for Development, a global competition to catalyze tech-based innovations to advance early grade reading.
Prior to joining USAID, he was Peace Corps' technology for development specialist for three years and a distance education specialist for the World Bank in Washington, D.C. and Zimbabwe for eleven years where he focused on technology for health, education, and youth and workforce development among other topic areas. He has a M.A. in Telecommunications from George Mason University and a B.A. in English Literature from UCLA.
Dr. Eric Klopfer is Professor and Director of the Scheller Teacher Education Program and The Education Arcade at MIT. He is also the Head of Comparative Media Studies and Writing, and co-faculty advisor for MIT’s J-WEL World Education Lab. His research has focused on technology and pedagogy for building understanding of science, technology, engineering and mathematics (STEM) and systems. His work uses a Design Based Research methodology to span the educational technology and learning ecosystem, from design and development of new technologies to professional development and implementation. Much of Klopfer's research has focused on computer games and simulations for building understanding of STEM as well as connecting programming to topics of student and teacher interest . He is the co-author of the books, “Adventures in Modeling”, “The More We Know, and “Resonant Games”, as well as author of “Augmented Learning.” His lab has produced software (from casual mobile games to the MMO The Radix Endeavor) and platforms (including StarLogo Nova and Taleblazer) used by millions of people, as well as online courses that have reached hundreds of thousands. Klopfer is also the co-founder and past President of the non-profit Learning Games Network.
Pasi Sahlberg is a Professor of Education Policy at the University of New South Wales (UNSW) in Sydney. He is former mathematics and science teacher, teacher-educator, policy advisor and director general at the Ministry of Education in Finland. He has held senior education specialist posts in World Bank (2002-2007) and European Commission (2007-2010) analysing and supporting education systems around the world. He was a visiting professor at Harvard University (2014-2016) and has been a visiting scholar at National Institute of Education in Singapore, Arizona State University and King’s College London. He has served as an advisor to number of governments, including Finland, Sweden, Scotland and Malta, and as an education advisor to George Soros (Open Society Foundation). He currently leads research projects on learning through play, growing up digital, and equity in education at the UNSW’s Gonski Institute. He is a winner of several awards, including the Education Award in Finland (2012), the Grawemeyer Award in the U.S. (2013) , Robert Owen Award in Scotland (2014), and Lego Prize in Denmark (2016). He was honoured the First Class Knight of the White Rose of Finland by the President of Finland in 2013. Pasi has given more than 500 keynote presentations around the world and published over 150 academic and professional articles and book chapters about education. He is adjunct professor of education at the University of Helsinki and the University of Oulu. His latest book are “Let the Children Play: How more play will save our schools and help children thrive” with William Doyle (Oxford University Press, 2019), “Finnish Lessons 3.0: What can the world learn from educational change in Finland (Teachers College Press, 2021), and “In Teachers We Trust: The Finnish way to world class schools” with Tim Walker (Norton, 2021). He lives with his family in Sydney, Australia.