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When was the last time you had fun? genuine, tangible, belly-laughing fun?

In an increasingly serious world, fun often feels like a guilty pleasure. But what if it’s actually essential? And why are people often afraid to talk about it?

The essential nature of fun is something that OU RUMPUS researchers and Fullscope charities have known for some time. Yet we’ve both found that funders can be reluctant to support ‘fun’ work and research. So, we joined forces, via the FUNdamentals knowledge exchange project, to find out why.

Our research with charities and funders revealed that although fun is considered essential to supporting children and young people (particularly those experiencing challenging circumstances), there’s reluctance to openly discuss fun’s benefits professionally. Why is this? Should we be doing something about it? Are our young people suffering from a fun deficit?  Read and share our fun executive summary of The FUNdamentals to find out.

 What do you think? Is fun something you can live without? Do you agree with our ‘FUNdamental’ values?

We view fun as a human need, not a luxury.

Fun is integral to supporting children/young people. It is key to building relationships and trust, unlocking potential, enabling constructive risk-taking and learning. This is particularly true for those in challenging circumstances.

Without fun children/young people wouldn’t engage in activities. Therefore, we include fun / enjoyment in the work we do / fund, not just for children/young people but also the adults supporting them.

If you’re interested in talking about the issues raised in the report let us know. And, if you’re interested in how we went about the research read our methods and reflections section below.

Methods: (the geeky bit about what we did and how we did it).

The Research Interviews

Semi-structured interviews (SSIs) were conducted in person, and online with between one and three representatives of each participating organisation. Interview questions were the same with slight tweaks made to reflect charity / funder status. Each interview started by asking what ‘fun’ meant to the participant/s personally. This elicited some interesting responses and contributed to revealing that there appears to be a gap between the actual value of fun and how it’s valued within our society.

Recruitment of charity participants

Charities working with children and young people (CYP) were approached in the East of England and London using a snowball sampling method and included charities in the Fullscope Consortium, our research partners. We sought to represent a typical cross section of small, medium and larger charities. However, some interested smaller charities just didn’t have capacity. Sadly, capacity issues within hard-pressed charities are not unusual and something to be explored (in partnership) to ensure smaller charity voices are represented in research.

Something we didn’t anticipate was one interested small charity (focused on trauma support) that decided that (even though confidentiality was assured), it was too risky to participate in case their interest in fun was construed negatively by funders. This in itself was a finding: it was fascinating to hear that ‘fun’ is such a ‘taboo’ in the sector that you can be dammed by association. Ultimately, we spoke with two small, three medium, and four large charities.

Recruitment of funder participants

We reached out to a cross-section of funders representative of the CYP grant making sector. We also sought representation of different attitudes; identifying funders who may be considered early adopters, reluctant or neutral to the concept of fun in grantmaking. It was harder to secure interviews with funders than charities; many didn’t respond at all, some cited a lack of time, and some a lack of relevance to their priorities. Ultimately, we spoke with seven funders who support CYP work nationally, in London, or/and the East of England. All would probably be considered early adopters, or neutral to the concept of fun in grantmaking.

Children and Young People (CYP) Voice

We hoped that a small group of ‘young advisors’ from Fullscope’s Our Voices network, would offer their insights to ensure CYP voice was kept central. When initially discussing this Fullscope’s youth lead made an interesting point: No-one had ever consulted them on something like ‘fun’ before. CYP voice groups are usually asked about trauma, racism, mental health, etc. All of which are extremely important, but it can seem like CYP are being mined for the negative aspects of their experiences.

This was a really interesting observation. The issue of the commodification of CYP – as part of the process of helping them – was alluded to by several interviewees, both charities and funders. We’re hopeful that the co-produced funds centering CYP joy (mentioned in the report) will shine a light on how this problem can be addressed.

Data analysis

Data analysis was conducted using Reflexive Thematic Analysis (RFA). 60 initial codes were generated and eventually rationalised under six themes (which you can read in the report). An RFA approach encourages the researcher to engage critically with the data and reflect on their own responses, emotions and biases throughout the research process. Which leads me to….

Reflections on conducting this research

Speaking with charities and funders, writing up the research findings, and creating the report, I was conscious that some elements could feel judgmental. Particularly: the gap between how we value fun for ourselves vs others, our connections between the words fun and frivolity, qualifying things as ‘just fun’, and the almost subconscious bias we have of ‘beggars can’t be choosers’ when it comes to who is deserving of fun, and what that can look like.  I think it’s important to admit that I’m ‘guilty’ of having thought, said, felt or done these things. Some of which I knew prior to starting this research, and some of which became apparent as I was conducting it and reflecting on my own responses to the data.

For example, when talking with a charity who openly position themselves as ‘fun’, they mentioned their work with domestic violence survivors and I caught myself thinking ‘oh wow, they do so much more than just fun’. So, I effectively dismissed the value of fun itself compared to a more ‘serious topic, despite my long-held belief in its importance, and having incorporated it into my own (serious) work for decades.

Despite having experienced / seen the benefits of fun from various perspectives (as a CYP being supported myself, leading CYP programmes for a charity, devising and managing CYP funds, and working on CYP policy (with a small p)).

Despite actively educating myself on the value of fun and advocating for it to be taken seriously by others.

Despite ALL the above, this mental process still happened to me many times throughout the research, and on reflection many times in the past. I highlight this to underline how deeply seated the problem of how we value fun is. There’s no judgement intended. Just an intention to bring these issues to awareness so we can explore what to do with them.

And finally…

We hope you enjoy reading the report. If you do, please share with your networks, and anyone who could do with a little fun. I’ll leave you with the words of our outstanding charity partner and of the RUMPUS leads.

“Working with The Open University helped us articulate something we’ve always known instinctively that fun is fundamental to wellbeing and connection. This project validated our experiences and gave us language and evidence to champion fun as a serious and essential ingredient in creating positive change”. Eva Acs, Director, Fullscope

 “As Open University researchers we’ve often had experience of funding application feedback that is nervous about fun. Working with Fullscope has been a fantastic opportunity, opening doors to understanding attitudes (but also fears) about fun and finding positive routes through. This report points us forward to more fun and creative collaborations”. Mimi Tatlow-Golden, Professor of Interdisciplinary Studies of Childhood and Youth

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At HARVARD!

Two Decades, Two Encounters: From Gardner to Perkins and the genuine fun of the Whole Game

I met Howard Gardner in the early 2000s, just as I was discovering Project Zero through work at the Open University. The encounter left an impression that would shape my thinking for years to come. Two decades later, I had the wonderful opportunity to sit down with David Perkins at Harvard University— and suddenly, the circle felt complete.

Project Zero was launched in 1967 at the Harvard Graduate School of Education by philosopher Nelson Goodman, an enthusiast of the arts who sought to establish firm knowledge about arts education — hence the whimsical name, starting from zero. Founding members Howard Gardner and David Perkins directed it for many years, leaving a profound legacy in educational research. Gardner became famous for Frames of Mind: The Theory of Multiple Intelligences (1983), which revolutionized how we understand human capabilities. Perkins authored Knowledge as Design (1986) and Making Learning Whole (2008), offering a practical framework for authentic learning.

Image 1:  Howard Gardner, Alexandra Okada and Tony Sherborne at The Open University UK

Image 2  Alexandra Okada and David Perkins at Harvard University, USA

For several decades, Gardner and Perkins led Harvard’s Project Zero, conducting transformative research in education. Their collaboration addressed artistic knowledge, creativity, ethics, and the nature of human potential — laying foundations that continue to shape educators worldwide.

Perkins’ Theories Helping Me Advance CARE–KNOW–DO

Perkins identified two common “diseases of learning” in education:

Elementitis: Learning disconnected bits without the whole game. Children memorize times tables without solving real problems, students drill grammar rules without writing texts that matter, and learners know musical scales but never play a full song.

Aboutitis: Learning about something without actually doing it. Students read about science experiments instead of performing them, and learn about entrepreneurship from textbooks rather than launching real initiatives.

Perkins argues for engaging with the “whole game” from the start, through simplified but authentic versions of real practice. His call to move beyond these diseases is a reminder that learning must be authentic, holistic, and transformative.

Understanding the Whole Game

As we talked, something clicked for me. The core parts of CARE–KNOW–DO were not just a sequence — but dimensions of the whole game itself. And when you play the whole game, learning stops feeling like work and starts feeling like fun.

Connecting the Principles

With my notebook in hand, we sketched the connections. Perkins lays out five core learning principles:

  1. Play the whole game – Experience the complete, authentic activity.
  2. Make it worth playing – Connect learning to real-world purpose.
  3. Work on the hard parts – Focus effort where challenges often arise.
  4. Play out of town – Transfer skills to unfamiliar new contexts.
  5. Uncover the hidden game – Reveal underlying strategies and thinking

These principles align meaningfully with CARE–KNOW–DO:

CARE – Motivation & Value

Perkins stresses “make the game worth playing.” Learners need to see purpose, relevance, and meaning — not just deferred rewards. When students care about real-world problems like local pollution, climate change, or social justice, the meaning is immediate and real. And here’s the secret: when learning matters, it becomes genuinely fun. CARE compels learners to value the whole game and engage with it fully.

KNOW – Understanding & Knowledge

Perkins highlights how “elementitis” and “aboutitis” fragment understanding. Learners must “uncover the hidden game” — grasping big ideas, cognitive strategies, and conceptual models that clarify authentic practice. His “theory of difficulty” calls educators to anticipate misconceptions and tacit challenges. In our projects, students learn ecosystems and pollution science, but more crucially, they learn how to investigate, question their own assumptions, and build knowledge together. KNOW is about grasping rich knowledge structures, far beyond isolated facts.

DO – Practice & Application

Perkins  advocates for “play the whole game” (even in junior versions) and “work on the hard parts” through deliberate action. Authentic engagement means solving problems, experimenting, creating, and performing — not just describing them. Education must prepare learners to “play out of town,” transferring skills to unfamiliar contexts. In our work, students don’t just learn about environmental activism; they practice it. They tackle genuine difficulties: persuading officials, organizing teams, presenting data convincingly. DO means practicing authentic activities and building competence through real action.

The Framework in Action

In short:

  • CARE provides motivation — learners see why it matters
  • KNOW enables understanding — learners grasp key ideas
  • DO builds practice — learners develop capability by doing the whole game

CARE–KNOW–DO is a transformative, co-learning framework. It equips students and communities to care about real problems, know through inquiry and collaboration, and do through meaningful action. This framework evolves across projects like weSPOT, ENGAGE, CONNECT, and METEOR.

The Moment of Recognition

Sitting with Perkins, I realized: co-learning becomes whole only when caring, knowing, and doing unite. That’s when transformation happens. Learners don’t just acquire skills; they become more fully themselves.

What I’m Taking Forward

Perkins’ philosophy of “learning as a whole” is the foundation for CARE–KNOW–DO. Both frameworks share a conviction: learners should engage with the whole game from the very beginning. As Perkins challenges “elementitis” and “aboutitis” by insisting on authentic learning, CARE–KNOW–DO builds a practical pathway — connecting motivation (CARE), knowledge (KNOW), and practice (DO) for truly empowering, transformative education.

The whole game is not a distant goal. It’s where learning should begin.

That’s what Perkins helped me name: We don’t prepare students to play the game. We invite them in and play together.

The plastic-polluted river, the climate data, the community challenge — these are not examples to analyze after mastering basics. They are the basics. They’re the whole game, ready to be played by everyone, even beginners. And that’s where the real fun lives — in the authentic doing, the genuine struggle, the moment when learning comes alive.

Even by all of us who are, in the end, still learning.

This encounter reminded me why I fell in love with education research. It’s not about building better filing systems for knowledge. It’s about helping humans become more capable, more caring, more fully alive.

Thanks, David and whole PZ team, for the conversation I’ll be unpacking for years to come. And thanks, Howard, for starting me on this journey two decades ago.

Image 3: Project Zero Team – Educating with the world in mind as well as “heart and soul!”

Important Links:
References
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Perkins, D. N. (1986). Knowledge as design. In H. M. Collins (Ed.), The knowledge system in society (pp. 99–120). Ablex Publishing.

Perkins, D. N. (1992). Smart schools: From training memories to educating minds. Free Press.
Perkins, D. N. (1994). The intelligent eye: Learning to think by looking at art. Getty Publications.
Perkins, D. N. (2008). Making learning whole: How seven principles of teaching can transform education. Jossey-Bass.
Perkins, D. N. (2014). Future wise: Educating our children for a changing world. Wiley.

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At MIT open learning

Meeting Curt Newton at MIT: Where Jazz, Open Education, and Climate Action Converge

During my recent visit to MIT Open Learning, I had the privilege of engaging with Curt Newton, Director of MIT OpenCourseWare (OCW), along with Chris Rabe, Program Lead for Universal Climate, and Shira Segal, Collaborations and Engagement Manager at OCW. What emerged was a fascinating exploration of how open education, climate action, and creative engagement can transform how we learn and act on our planet’s most pressing challenges.

Curt Newton: A Unique Voice in Open Education

Image 1:  MIT Open learning team: Curt, Chris and Shira

Curt Newton leads MIT OpenCourseWare in supporting millions of global learners and educators every year with freely shared materials from over 2,500 MIT courses. He joined OCW in 2004, shortly after its launch, captivated by the promise of open education.

But Curt is far more than an open education leader. What makes his work particularly inspiring is his commitment to climate action alongside open learning. He became activated in climate change work through MIT’s 2014 community climate conversations process and helped launch and co-lead the MIT ClimateX program (2015-2018). He also serves on the steering team of 350 MA and is a trained Climate Reality Project Leader.

When Jazz Meets Climate Education

Here’s where Curt’s approach becomes truly extraordinary—he embodies the philosophy that learning should be joyful, creative, and deeply engaging. This aligns with our Rumpus approach to fun in education: making complex, urgent topics accessible through creativity, artistry, and playfulness.

Source: Yotube A Climate Meditation for Solo Drumset // Curt Newton @ MIT Chapel, April 17 2024.   ‘A improvised sonic meditation on climate change and the polycrisis of our times. What can the practices of slowing down, curiosity, and seeking resonance offer as we navigate this urgent moment?’

Curt’s unique approach combines his professional expertise with creative activism. His latest recording, “Waking Up!” with Eric Hofbauer’s Five Agents ensemble, is a jazz suite inspired by Greta Thunberg’s galvanizing 2019 “How dare you!” speech at the United Nations. He’s also performed “A Climate Meditation for Solo Drumset”—using music and artistic expression to engage people emotionally with climate issues in ways that data and policy papers alone cannot achieve.

This is the essence of fun as engagement: transforming serious, urgent topics like climate change into experiences that move, inspire, and energize people. When we make learning playful and creative—whether through jazz, interactive experiments, storytelling, or games—we don’t diminish the importance of the subject. Instead, we create deeper connections and synergistic impact.

A Rich Exchange of Ideas

During our meeting, several key insights emerged:

Curt Newton presented MIT’s extensive climate-related initiatives, including the Climate Portal and the ClimateX community, which provide open resources and foster global engagement on climate action. These platforms democratize access to climate knowledge while building communities of practice around the world. This is particularly relevant for the METEOR network of researchers across Europe, Latin America, and Africa.

Chris Rabe introduced the Universal Climate course, emphasizing its role in promoting climate literacy and justice through accessible, open educational materials—ensuring that climate education reaches beyond elite institutions. This is especially useful for our open schooling network CONNECT-science.net, focused on underserved students.

Shira Segal highlighted the mission of MIT OpenCourseWare to democratize education by providing free access to MIT’s course materials and discussed the upcoming OEGlobal Conference 2026, which MIT will host, focusing on open education and global collaboration. This was very useful for our next steps in expanding Open Learning with CatchUp Open Education.

Bridging Worlds: The METEOR Project and Indigenous Knowledge

I presented the METEOR EC-funded project, focusing on methodologies for teamworking in eco-outwards research and the development of transversal skills for researchers and doctoral students. Our research in the UK emphasizes participatory and community-based approaches, engaging local Indigenous communities alongside METEOR researchers from the Open University and the Federal University of Pará in the Amazon rainforest.

By integrating ethnographic accounts, community-based participatory research, open schooling, and AI-enabled tools, we explore how climate knowledge, culture, and resilience intersect. This work builds on our recently published article with UNESCO, which highlights the role of AI and open schooling in supporting sustainable education practices in the Amazon rainforest while respecting local cultural knowledge.

The conversation revealed powerful connections: just as Curt uses jazz to make climate education emotionally resonant, our work demonstrates how local cultural knowledge and creative expression are essential to meaningful climate action and artivism (art + activism). Both approaches reject the notion that education must be dry or detached—instead, they embrace the full spectrum of human experience, from artistic expression to community wisdom co-creation.

Fun, Creativity, and Serious Purpose

What struck me most about meeting Curt and the MIT Open Learning team was their embodiment of a crucial principle: you can be rigorous and playful at the same time. Curt’s work proves that open education isn’t just about access to information—it’s about making that information come alive in ways that spark curiosity, joy, and action.

Whether it’s through a jazz performance that channels climate urgency, a universally accessible climate course, or community-based research, the message is clear: if we want people to care deeply and act boldly on issues like sustainability, we need to engage not just their minds, but their hearts and imaginations too.

Looking Forward: OEGlobal 2026 and Beyond

The meeting provided a rich opportunity to discuss synergies between MIT’s climate initiatives, open educational resources, and our own work fostering inclusive, culturally grounded climate education. With MIT hosting the OEGlobal Conference 2026, there will be unprecedented opportunities to advance these collaborations and share what we’re learning with a global community of open education advocates.

It was inspiring to collaborate on open education initiatives that empower learners worldwide to address climate challenges through innovation, community engagement, and shared knowledge. And it was a powerful reminder that the most effective climate education combines scientific rigor with cultural sensitivity, technological innovation with artistic expression, and global reach with local wisdom.

The conversations at MIT were very insightful for Rumpus Group and Meteor Network. That’s what happens when jazz meets climate action. That’s what Curt Newton and OCW team including Hal Abelson are bringing to the world.

Hal Abelson is a founding director of Creative Commons and has been a strong advocate for open education and free sharing of knowledge. He played a key role in starting MIT’s OpenCourseWare program in 2002, which was one of the first large collections of teaching materials published under a Creative Commons license. Abelson has emphasized that Creative Commons provides the foundation for open sharing on the web, allowing people to legally reuse and remix content, which he views as transformative for education and knowledge dissemination. He has been actively involved in making educational resources and educational technology openly accessible, reflecting his commitment to democratizing access to knowledge and empowering learners worldwide.

🌍 Useful Links for Teachers, Researchers, and Practitioners

MIT Climate Education and Resources

  • MIT Climate Courses – Explore MIT’s online courses on sustainability, energy, and climate.
    🔗 learn.mit.edu

  • MIT Climate Portal – Central hub for research, news, and community engagement on climate change.
    🔗 climate.mit.edu/about

  • Climate Explainers (MIT’s Climate FAQ) – Accessible explanations of key climate concepts.
    🔗 Climate Explainers

  • CATE: Climate Action Through Education – K–12 curriculum, hands-on activities, and current research.
    🔗 cate.mit.edu

  • MIT Climate Podcasts – Explore the science, technologies, and policies shaping climate action.
    🔗 Til Climate Podcast

Featured MIT Courses

  • Climate in Classrooms: Tools for All Teachers and Disciplines
    Level: Introductory | Instructors: Christopher Knittel, Antje Danielson
    🔗 Course Link

  • Cities and Climate Change: Mitigation and Adaptation
    Level: Introductory | Instructors: Janelle Knox Hayes, Juan Camilo Osorio, Cynthia Rosenzweig, Daniela Coray, Maria Dombrov, Kevin Hsu
    🔗 Course Link

  • Transformative Living Labs in Urban Climate Action and Transportation Planning
    Level: Intermediate | Instructors: Christopher Knittel, Oliver Lah
    🔗 Course Link

Podcasts & Media

  • 🎧 Episode: “Did Climate Change Do That?” (13:37)
    🔗 Listen here

  • 🎥 MIT Campus Climate Action Speaker Series:
    What Can MIT Learn from Smith’s Geothermal Transition?
    🔗 Watch on YouTube

Open Climate Learning & Perspectives

    • Open Climate Learning Initiative – Promotes inclusive, locally adapted open climate education resources.
      🔗 cleanet.org presentation

Community Engagement

  • Campus Climate Action Ambassadors – MIT program engaging staff, students, and researchers in sustainability initiatives.
    🔗 Learn more

 RUMPUS INITIATIVES 

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At NYC Climate Week

by Ale Okada

Education for a Sustainable Future: Reflections from the NYC Green School Conference 2025

During Climate Week NYC and the 80th United Nations General Assembly, I had the privilege of participating in the 9th NYC Green School Conference 2025—a gathering that brought together education leaders, youth activists, policymakers, and sustainability practitioners from across the globe.

Image 1:  NYC – Climate Week Summitt

Sharing the CARE–KNOW–DO Model

I was honored to present the CARE–KNOW–DO model, a framework that guides three initiatives I’m passionate about leading:

🔹 METEOR Project – Advancing researchers’ professional education for sustainability, equipping the next generation of scientists with the knowledge and tools to address environmental challenges.

🔹 CONNECT Project – Empowering school students through real-world science projects that connect classroom learning to pressing environmental issues.

🔹 CATCHUP Education Project – Providing foundational skills and social-emotional learning to children in crisis areas affected by climate change, ensuring that those most impacted by environmental disruption don’t lose access to quality education and psychological support.

The model is simple but powerful: we must help learners care about sustainability challenges, know the science and solutions, and feel empowered to do something meaningful about them.

Learning from Inspiring Voices

The panel discussions were enriching, and I was fortunate to exchange ideas with remarkable co-panelists:

✨ Dr. Jai Asundi, Executive Director of the Center for Study of Science, Technology and Policy (CSTEP), Bangalore, India—whose work bridges research and policy in transformative ways.

✨ Viraf Mehta, Teacher at The Browning School, New York, USA—bringing ground-level insights from educators on the frontlines of green education.

Key Takeaways

Seven themes emerged as central to the future of climate-conscious education:

1. Greening Education is Urgent
Sustainability can no longer be treated as an elective or add-on. It must become a foundational pillar of education at all levels—from primary schools to universities and professional training.

2. Youth Leadership Matters
Young people aren’t just the future—they’re leading climate action today. Programs like Pupils for the Planet showcase how students are driving real change in their schools and communities.

3. Fun and Engagement are Essential
Learning about climate change doesn’t have to be doom and gloom. Gamification, interactive experiments, outdoor learning, and creative projects make sustainability education joyful and memorable. When learners are engaged and having fun, they’re more likely to retain knowledge and take action. The most effective programs blend serious content with playful, hands-on experiences that spark curiosity and imagination.

4. Education in Crisis Areas Cannot Be Forgotten
Climate change is already disrupting education in vulnerable regions through displacement, extreme weather events, and resource scarcity. We must prioritize foundational literacy, numeracy, and social-emotional learning for children in climate-affected areas. Building resilience isn’t just about environmental adaptation—it’s about ensuring every child has the psychological support and educational foundation to rebuild their future with hope and agency.

5. Cross-Sector Collaboration is Essential
Systemic change requires governments, universities, businesses, and civil society to work together. Siloed efforts won’t be enough; we need integrated strategies and shared accountability.

6. Green Career Pathways are Growing
Sustainability is no longer confined to environmental science. Green careers are emerging across industries—from finance and engineering to design and policy—creating new opportunities for purpose-driven work.

7. Technology and Storytelling Drive Change
Digital tools and creative narratives have immense power to shift mindsets and behaviors. Whether through data visualization, immersive experiences, or compelling stories, these approaches help people connect emotionally with climate issues.

Moving Forward

This conference reaffirmed my belief that climate-conscious education is central to building equitable, resilient, and sustainable futures. The path forward requires us to think beyond traditional models and embrace innovation, collaboration, and youth voice—while ensuring that the most vulnerable learners aren’t left behind.

As educators, researchers, and changemakers, we have a responsibility—and an opportunity—to ensure that every learner is equipped not just with knowledge, but with the agency and inspiration to create a better world.

The conversations that began at Climate Week NYC must continue. Let’s keep building bridges, sharing solutions, and empowering the next generation of sustainability leaders. 🌿📚

#ClimateWeekNYC #UNGA2025 #Sustainability #Education #GreenSchools #YouthLeadership #ClimateAction

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At MIT media lab

By Alexandra Okada

It was a real pleasure to meet Ann Berger Valente, Educational Research Manager at the MIT Media Lab in the Lifelong Kindergarten group.

I was a Master’s student at PUC-SP and a researcher at the Paulo Freire Centre, working with Emancipatory Pedagogy, while also teaching computational thinking with Logo, developed by Seymour Papert at MIT, my  mentors both  José Armando and Ann Valente worked with Papert and Freire.

Freire at PUC-SP, Papert at MIT, and Gardner and Perkins at Harvard were great inspirations, shaping my understanding of emancipatory education and its power to equip my generation with critical pedagogies and technology-enhanced learning.

At MIT, I had the joy of presenting the METEOR project alongside student-created technologies—such as a solar cap designed to charge cell phones in high schools.  We also showcased a project on the human body, inspired by the OU–BBC series The Human Body. This initiative was developed by undergraduate students in Medicine and Computer Science, led by my colleague and former advisee, Prof. Alexandre Marino Costa, at UFSC in partnership with the Brazilian Government.

These projects exemplify open schooling, which brings together school students and researchers to tackle real-life problems through technology, while developing transversal competencies in partnership. The solar cap, for instance, enabled schoolchildren to act as eco-entrepreneurs, while the use of AR in schools fostered digital health advocates, raising awareness about the human body and wellbeing.

Image 1: Dr. Okada and Dr. Valente at the MIT Media Lab – Lifelong Kindergarten

Ann plays a central role in leading and designing research and evaluation for the Brazilian Creative Learning Network (BCLN) — a powerful initiative that is transforming education in Brazil by promoting more creative, relevant, and hands-on learning in both schools and community spaces.

Her academic path is as inspiring as her practice:

  • 🎓 B.A. in Child Development, Tufts University
  • 🎓 M.Ed., Harvard Graduate School of Education
  • 🎓 Ph.D. in Medical Sciences, Universidade Estadual de Campinas

How Ann defines “creative learning”

From her work and reflections, Ann frames creative learning as:

  1. Playful, open-ended, and inclusive → learning that goes beyond rigid, standardized tasks and creates spaces for experimenting, exploring, and imagining.
  2. Learners as active agents → children and young people are not passive recipients of knowledge but creators who design, solve problems, and collaborate.
  3. Authentic, meaningful contexts → connecting learning with what matters in local and cultural settings, from school to festivals and community events.
  4. Supporting educators → enabling teachers with tools, frameworks, and professional development so they can scaffold creative learning in ways that are feasible and adaptable.

Ann sees creative learning as transformative: nurturing creativity, agency, collaboration, and relevance, where learners and educators alike thrive.

Her key projects with links

Ann’s leadership has contributed to several initiatives, most notably:

Meeting Ann reminded me of the global momentum for creative, inclusive, and participatory education. Her vision resonates strongly with Rumpus’ commitment to frameworks like CARE–KNOW–DO, where learners care about meaningful challenges, know through inquiry and collaboration, and do by taking creative and transformative actions in their communities with enjoyment.

References

Valente, A. B. (2020). The “Creative Learning Challenge Brazil” from the Perspective of Constructionism. Proceedings of Constructionism, 536-545.

Valente, A. B., & Burd, L. Brazilian Creative Learning Network. PROCEEDINGS OF CONSTRUCTIONISM/FABLEARN 2023, 153.

Valente, A. B., & Burd, L. (2019). Creative Learning Challenge Brazil: A Constructionism approach to educational leadership development. Tecnologias, Sociedade e conhecimento, 6(2), 9-29.

Valente, A. B. (2003). Evaluation of executive function in AD/HD children using neuropsychological instrumensts and Logo computer programming activities. J. bras. psiquiatr, 13-23.

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AT UNESCO – upskill.map

Rethinking Researcher Development with upSkill.Map

Alexandra  Okada

What happens when global challenges, digital learning, and leading researchers converge in Paris? At UNESCO’s event on AI and the Future of Education, the answer became clear: a vibrant exchange of ideas on how education and research must evolve for a rapidly changing world.

This year, I had the opportunity to present our work on Global Education and Digital Transformation at The Open University. It was both exhilarating and humbling to contribute OU perspectives to such a global conversation.

Image 1:  UNESCO – Digital Learning Week: AI and the Future of Education 

Introducing upSkill.Map

On stage, I shared two interconnected pieces of work: the European METEOR project, which supports researchers in developing transversal competences, and a new tool I’ve been developing—upSkill.Map.

Despite its name, upSkill.Map is not a treasure map with X marking the spot (though I rather like that metaphor!). Instead, it works more like a compass—helping researchers navigate today’s complex research environment by reflecting on three essential questions:

  • CARE: What values guide my work, and how do I act responsibly towards people and planet?

  • KNOW: What knowledge and technologies am I engaging with—and am I doing so critically?

  • DO: How does my research create meaningful impact in the world?

Image 2: Okada (2025) upSkill.Map

When we piloted upSkill.Map with doctoral researchers, I was struck by their strong commitment to collaboration, resilience, and responsibility. The process also revealed where institutions could do more—particularly in supporting interdisciplinary and impactful research, and in raising awareness to engage more participants interested in research for fair and sustainable futures.

Why this matters (and why it was fun)

For me, upSkill.Map is about sparking curiosity and enjoyment in the researcher’s journey. It offers a space to connect values, knowledge, and action in ways that feel more like an adventure map than a checklist. Sometimes the steps are neat, sometimes improvised—but always moving towards something meaningful.

The metaphor progression tells the story: not a treasure map (fixed endpoint) → compass (directional tool) → adventure map (exploratory framework)

For the OU, this work serves two important purposes: it enriches our doctoral education with fresh approaches to transversal skills, and through the METEOR project (Methodologies of Teamworking in Eco-outwards Research, funded by the European Commission), it connects us with international partners to co-create new models of researcher development for a just and sustainable future.

As I said in Paris:

“Research is not only about advancing knowledge—it’s about aligning innovation for a sustainable future. Tools like upSkill.Map can help us do both.”

Looking ahead

Being at UNESCO was also a reminder of the joy of research. It’s easy to focus only on the seriousness of global challenges—AI, climate change, social justice—but events like this highlight the creativity and playfulness that make research sustainable. Conversations over coffee, sketches on napkins, debates spilling out of lecture halls—all reflect the spirit that research can be both impactful and enjoyable.

That’s the balance I hope upSkill.Map can bring: helping researchers grow not just as specialists, but as curious, adaptable global citizens—ready to collaborate, improvise, and lead with purpose in an interconnected world.

An invitation to Rumpus

I’d love to hear from fellow OU researchers: What skills do you think tomorrow’s researchers will need most—and how do you bring fun and curiosity into your own research practice?

Links I shared at UNESCO Digital Learning Week:

AI and the Future of Education

  • Okada, A. & Vaz, G. (2025). Rethinking AI in Research with Ancestral Wisdom for Future Generations. UNESCO – Futures of Education. [LINK]

  • Okada, A; Sherborne, T; Panselinas, G; Kolionis, G. (2025). Fostering Transversal Skills through Open Schooling supported by the CARE–KNOW–DO Pedagogical Model and the UNESCO AI Competencies Framework. International Journal of Artificial Intelligence in Education. Springer. [LINK]

  • Okada, A. (2025). Knowledge Cartography for Young Thinkers: Sustainability Issues, Mapping Techniques and AI Tools. Advanced Information and Knowledge Processing. Springer. [LINK]

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An orchestra of flowers: Exploring how young people with SEND experience school-led learning outdoors in nature

By Kieron Sheehy

Abi Mclanahan, a Rumpus researcher, gave a very well received keynote presentation at the Open University PGR conference.

There’s growing recognition of the benefits of learning in natural environments. From improved wellbeing to enhanced engagement, nature-based learning has been shown to support a wide range of educational outcomes. But one group is typically left out of research in this area: young people with special educational needs and disabilities (SEND).
A substantial body of research into outdoor and nature-based learning exists, yet very little concerns the opinions of young people with SEND. Their perspectives, insights, and lived experiences often go unheard.


Abi’s recent research seeks to change that. Her work explores how young people with SEND perceive school-led nature-based learning and whether they feel these experiences are meaningful or beneficial. Central to her approach is the development of inclusive communication methods—tools and techniques designed to support students who may find it difficult to express themselves through traditional means.
Abi’s research highlights the value, and fun, of outdoor learning and how we can design inclusive research approaches.

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Partners in EWF

The Education World Forum (EWF) 2024 brought together over 600 delegates from 129 countries, particularly education and skills ministers, to discuss pressing global education challenges and share innovative solutions. Several partners and collaborators of The Open University and Mastery Science—such as AQA, Pearson, and Cambridge—were among those in attendance.

Several blogs and reports have highlighted the key outputs and themes from the forum:

🔑 Key Themes and Outputs from EWF 2024

  1. Artificial Intelligence in Education
    There was a significant focus on the integration of AI-powered tools in education. Discussions emphasized the importance of ensuring that these technologies enhance learning experiences without overshadowing the central role of educators and learners.
  2. Aligning Skills with Labour Market Demands
    Delegates highlighted efforts to ensure that educational curricula align with current labour market needs. This includes a shift towards demand-led vocational education systems with strong employer engagement to better prepare students for the workforce.
  3. Lifelong Learning Initiatives
    The forum underscored the growing importance of lifelong learning. Flexible learning pathways, such as apprenticeships, bootcamps, and micro-credentials, were discussed as means to accommodate working professionals and adult learners.
  4. Teacher Training and Capacity Building
    There was a call for comprehensive teacher training programs that include industry exposure. Enhancing the capabilities of educators through practical experiences and continuous professional development is seen as essential for improving education quality.
  5. Climate Change and Education
    The intersection of climate change and education was a prominent topic. Discussions moved beyond curriculum content to address the real-world impacts of climate change on education systems, such as school closures due to extreme weather events.
  6. Foundational Learning Emphasis
    There was a renewed focus on foundational learning, particularly in regions like Africa. The importance of evidence-based approaches to improve basic literacy and numeracy skills was highlighted.
  7. Curriculum Overload Concerns
    Concerns were raised about curriculum overload, with suggestions to streamline content to prevent overwhelming students. Emphasis was placed on teaching students to “connect the dots” between subjects rather than over-specializing.
  8. Evidence-Based Policymaking
    The forum highlighted the importance of using data and evidence in shaping education policies. Initiatives like the establishment of Education Evidence Labs (EdLabs) were discussed as means to support data-driven decision-making.

These themes reflect a global commitment to evolving education systems to be more inclusive, responsive, and resilient in the face of current and future challenges.

If you’re interested in more detailed insights or specific session summaries from the EWF 2024,  https://www.theewf.org

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Global education meeting UNESCO

Dr. Okada from the Open University UK and representatives of CONNECT 2030 from Brazil took part in the Global Education Meeting (GEM), organized by UNESCO. This event took place in Fortaleza on October 31 and November 1, 2024, with attendance from education ministers and representatives from governments and international organizations including 194 UNESCO member countries.

The GEM provided a significant platform for discussing global education priorities, policies, and collaborations, with a focus on promoting inclusive and equitable quality education, aligning with the  UNESCO’s broader mission for sustainable development.

The 2024 edition of the Global Education Meeting (GEM) has been convened by UNESCO, held every two years, GEM is one of the largest international conferences on education, bringing together ministers of education, ministers of finance, civil society, the private sector, academia, and young people from around the world. GEM 2024 aligns with the Brazilian presidency’s focus for the G20, which places equity and inclusion at its center. Thus, the meeting aims to promote multilateral, intersectoral, and multisectoral dialogue, recognizing education as a social equalizer and a driving force for sustainable development.

CONNECT 2030 led by Dr Okada was recognized as one of UNESCO’s top 22 global initiatives focused on digital transformation to accelerate the 2030 Agenda. This network, led by The Open University (OU) in the UK, comprises a diverse group of organizations. At GEM 2024, representatives from CONNECT 2030 included the NGO Anjos Digitais, the Secretary of Education (SEDUC) of Ceará’s government, and three universities—UFSC, UFCA, and UNEB—alongside OU-UK.

CONNECT 2030’s research practices focused on Digital Transformation to Empower Youth.

During GEM 2024, CONNECT 2030 highlighted five key initiatives focused on harnessing digital transformation to empower youth, each accompanied by specific recommendations:

  1. AI for Ecosystem Protection and Support for Vulnerable Communities Affected by Climate Change
    Led by The OU, supported by MSC and RDE 
    This initiative advocates for the right of all youth, in collaboration with local communities, researchers, and AI technologies, to fully develop their potential through education centered on transversal skills and ecosystem protection. Supported by the local Secretaries of Education, the program is implemented across rainforest areas, wetlands, and fire-affected regions, including Afro-Indigenous and other vulnerable communities.
  2. Audiovisual Resources for Heritage and Cultural Protection and Resilience
    Led by UFCA, supported by The OU
    Youth are empowered to engage in creative expression through educational initiatives that preserve local culture and promote urban sustainability via digital transformation. This initiative is backed by the Secretary of Education of Ceará and involves local communities in Brazil’s semi-arid regions.
  3. Augmented Reality (AR) for Health and Well-being
    Led by UFSC, supported by The OU
    This initiative upholds the right of youth, their families, and health professionals to deepen their understanding of well-being through education enhanced by AR technologies. Supported at the national level by Brazil’s Ministry of Science, Technology, and Innovation, it has been rolled out across the country.
  4. Digital Inclusion for Gender Equality and Equity
    Led by Anjos Digitais, supported by The OU
    Focused on empowering women with digital skills, this initiative promotes equity, diversity, and inclusion within their communities. Supported by the Brazilian government, it has been implemented in Brazil’s North and Northeast regions.
  5. Mobile Tools for Decent Work Against Human Trafficking
    Led by UNEB, supported by The OU
    This program supports youth in building awareness and advocacy against human trafficking, with educational components that offer professional support and develop transversal skills. Supported by local governments and human rights organizations, it operates in Northeast Brazil.

Global Engagement and Contributions

As a member of the UNESCO Global Education Coalition and in partnership with the Brazilian government, Dr. Okada has been invited to participate in United Nations SDG summits in the United States. She has engaged in events with global leaders at UNESCO in Europe, contributing to dialogues on Digital Education, Foundational Literacies, Artificial Intelligence, and Digital Sustainable Innovation. Dr. Okada is also actively involved in initiatives under Brazil’s leadership in the G20 and COP30.

Advancing CONNECT 2030 through GEM 2024

GEM 2024 served as a vital forum for knowledge exchange and progression of CONNECT 2030, an initiative funded by The Open University’s Open Societal Challenges program. CONNECT 2030 integrates a network of European-funded projects—including weSPOT, ENGAGE, and CONNECT—structured around the CARE-KNOW-DO framework. The network’s objectives are to promote, analyze, and expand best practices, achieving positive impacts that influence public policy and foster innovation, accelerating progress towards Agenda 2030.

Dr Okada highlited “The GEM 2024 is a significant event for The Open University, which is at the forefront of open schooling worldwide.  We are honored to present our initiative alongside leaders from United Nations member countries. This is a unique opportunity to engage with ministers of education, and representatives from international organisations”

GEM 2024 presented an invaluable opportunity for knowledge exchange aligned with the Fortaleza Declaration, advancing CONNECT 2030—an integral initiative of The Open University’s Open Societal Challenges program aimed at accelerating progress toward Agenda 2030.

The Fortaleza Declaration, issued during GEM 2024 in Fortaleza, Brazil, organized by UNESCO, emphasizes education as a transformative tool for creating sustainable, fair, and peaceful societies. Below is a summary aimed at making the declaration’s key points accessible for educators.

Main Goals

  1. Reinforcing Education as a Right and Public Good: Education is reaffirmed as a fundamental human right that governments must protect and promote for everyone. Ensuring high-quality, inclusive education aligns with Sustainable Development Goal 4 (SDG 4), which aims to provide lifelong learning for all.
  2. Addressing the Global Education Crisis: The declaration highlights urgent global issues like climate change, economic inequality, and the learning crisis. Currently, 251 million children and youth are out of school, and nearly 60% of children in low-income countries lack early childhood education.
  3. Recognizing Education as an Investment: Education is not just an expense but a vital investment for long-term societal benefits, driving economic growth, reducing inequalities, and fostering social cohesion. The declaration calls for increased education funding, especially in low-income countries, which need an additional $97 billion annually to meet their education goals.

Key Actions for Transforming Education

The declaration outlines several multi-sectoral actions to make education a powerful force for positive change:

  1. Climate and Environmental Education: Schools should integrate sustainability and climate resilience into their curricula, helping students and communities adopt sustainable lifestyles and prepare for climate challenges.
  2. Peace and Human Rights: Education systems should protect schools from conflict, promote peace and tolerance, and include human rights education to support peaceful societies.
  3. Gender Equality: Schools must be safe, inclusive, and free from gender-based discrimination. This includes supporting equal access for girls, especially in science, technology, engineering, and math (STEM) fields.
  4. Health and Well-being: Education must go beyond academics, providing health services, nutritious school meals, and mental health support to enhance students’ overall well-being.
  5. Technology and Innovation: Investments in digital learning and STEM should improve access to education, particularly for underrepresented groups like girls. Digital tools, including AI, should be used responsibly to enhance learning and reach students in conflict or disaster-affected areas.

Critical Areas for Progress

  1. Inclusive and Equitable Education: Review policies and teaching practices to ensure that all learners, especially those from marginalized groups, have fair access to education.
  2. Early Childhood Education: Support access to quality early childhood education, with at least one free year of pre-primary education for all, as a foundation for lifelong learning.
  3. Lifelong Learning: Provide flexible learning options for people of all ages, aligning education with workforce needs and promoting essential skills like critical thinking, digital literacy, and environmental awareness.
  4. Support for Teachers: Address teacher shortages, improve salaries, and provide ongoing professional development. Teachers should be empowered and involved in decision-making processes.
  5. Educational Governance and Leadership: Promote evidence-based policymaking with the participation of students, teachers, and communities. Stronger data collection and analysis are needed to ensure transparency and accountability in education.

Enhancing Education Funding

The declaration calls for increased and sustainable investment in education through:

  1. Domestic Resource Mobilization: Governments should expand their tax bases and allocate a minimum of 4-6% of GDP to education.
  2. Efficient Use of Funds: Resources must be transparently managed, targeting marginalized communities.
  3. Global Aid: Donor countries should increase education-focused aid, prioritizing countries furthest from achieving SDG 4.
  4. Debt and Innovative Financing: Countries with heavy debt should consider debt-for-education swaps, while public-private partnerships and innovative financing can also help fund education initiatives.

Commitment to Action

The Fortaleza Declaration concludes by emphasizing the need for collaborative, multi-stakeholder approaches to drive education reform. UNESCO and other international organizations will lead efforts to monitor and support SDG 4, ensuring education plays its critical role in achieving global development goals.

This declaration serves as a roadmap to guide educators, policymakers, and communities worldwide in advancing equitable, inclusive, and impactful education for sustainable development.

USEFUL Links:

Plenary sessions were recorded on the GEM webpage.

Fortaleza Declaration

Brazil United for Education 

Album of Bilateral Meetings 

Closing Album 

Broadcasting 

 Access the schedule for the Global Education Meeting (GEM) 2024

G20 Education debates the relationship between school and community

SDG4_indicator_list

Broadcast: MEC YouTube Channel

News about GEM:

MEC – Ministry of Education – Brazil Government

 

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Education Now

Education cannot wait is an initiative dedicated to ensuring that children and youth affected by crises, including conflicts, natural disasters, and displacement, have access to quality education.

It was launched in 2016 during the World Humanitarian Summit as a response to the urgent educational needs of children in crisis situations who are often deprived of schooling due to circumstances beyond their control.

Key goals of ECW include:

1.Rapid Response: Providing immediate funding and support to maintain education continuity during emergencies.

2.Long-Term Investment: Supporting countries and organizations in rebuilding and strengthening educational systems in crisis-affected areas.

3.Holistic Approach: Addressing both the immediate educational needs and the psychological, physical, and social well-being of students.

4.Advocacy and Awareness: Raising global awareness about the importance of education in crisis situations and mobilizing resources for affected populations.

Education Cannot Wait partners with governments, NGOs, and international organizations to reach marginalized children and promote inclusive, resilient education systems.

Continue reading “Education Now”