CLIENTS & TESTIMONIALS
We support the work of the following schools and organizations.
Academia Cotopaxi, Quito, Ecuador
Agricolleges International, South Africa
Akiba Schechter School, Illinois, USA
American Community School – Amman, Jordan
American Community School of Abu Dhabi, UAE
American Embassy School, New Delhi, India
American International School Abuja, Nigeria
American International School of Bucharest, Romania
American International School of Budapest, Hungary
American International School of Dhaka, Bangladesh
American International School of Guangzhou, China
American International School of Lagos, Nigeria
American International School of Lusaka, Zambia
American International School, Chennai, India
American International School, Vienna, Austria
American International School, Vietnam
American School in Japan, Tokyo, Japan
American School of Barcelona, Spain
American School of Bombay, Mumbai, India
American School of Doha, Qatar
American School of Dubai, UAE
American School of Guatemala, Guatemala City, Guatemala
American School of London, United Kingdom
American School of Madrid, Spain
American School of Warsaw, Poland
Anglo American School of Moscow, Russia
Avenues World School, New York
Bahrain Bayan School, Bahrain
Bonn International School
British School Jakarta, Indonesia
Cairo American College, Egypt
Canadian Academy, Kobe, Japan
Canadian International School, Singapore
Canadian International School, Bangalore, India
Canggu Community School, Indonesia
Cary Academy, North Carolina, USA
Christ Church School, Mumbai, India
Digital Green, India
Dresden International School, Germany
Dulwich College, Shanghai, China
Eastern Public School, Bhopal, India
Ecole Mondiale World School, India
Escola Americana do Rio de Janeiro, Brazil
Frankfurt International School, Germany
French American International School, California, USA
Gandhi Bal Mandir High School, Mumbai, India
Graded School of Sao Paulo, Brazil
HELP International School, Kuala Lumpur, Malaysia
Holy cross high School, Mumbai, India
Hong Kong Academy, Hong Kong
I Shou International School, Kaohshing, Taiwan
Indian School of Design and Innovation (ISDI), Mumbai, India
Indian School of Management and Entrepreneurship (ISME), Mumbai, India
Institut International De Lancy, Geneva, Switzerland
Inter Community School, Zurich
International Community School in Addis Ababa
International School Manila, Philippines
International School of Bangkok, Thailand
International School of Basel, Switzerland
International School of Beijing, China
International School of Brussels, Belgium
International School of Dongguan, China
International School of Dusseldorf, Germany
International School of Hyderabad, India
International School of Kenya, Nairobi, Kenya
International School of Kuala Lumpur, Malaysia
International School of Luxembourg
International School of Myanmar
International School of Panama, Panama City
International School of Phnom Penh, Cambodia
International School of Turin, Italy
International School of Yangon, Myanmar
International School of the Sacred Heart, Japan
I-Shou International School, Tiawan
ISS International School, Singapore
Jamnabai Narsee International School, Mumbai, India
JBCN International School, Mumbai, India
Knox Grammar School, New South Wales, Australia
Lakefield College School, Ontario, Canada
Manor Hall International School, Al Ain, UAE
Mayoor Private School, Abu Dhabi, UAE
Mercedes-Benz International School, Pune, India
MiSK Initiatives Center, Saudi Arabia
Muktangan, Mumbai, India
Nagoya International School, Japan
Nanjing International School, China
Nansha College Preparatory Academy, China
Nexus International School, Putrajaya, Malaysia
Nishimachi International School, Tokyo, Japan
NIST International School, Bangkok, Thailand
Nord Anglia International School, Hong Kong
Oberoi International School. India
OneUp Library, New Delhi, India
Pathways School, Noida, India
Qatar Academy, Doha, Qatar
RN Podar School, Mumbai, India
Robert College, Istanbul, Turkey
Seisen International School, Japan
Seoul Foreign School, Korea
Shanghai American School, China
Shanghai Community International School, China
Shantilal Shanghvi Foundation, India
Singapore American School, Singapore
Sreenidhi International School, Hyderabad, India
St. Willibrord International School, Mumbai, India
Stamford American International School, Singapore
Strathcona Tweedsmuir School, Canada
Surabaya International School, Indonesia
Taipei American School, Taiwan
The International School Nido de Aguilas, Chile
The American International School of Vilnius, Lithuania
The Heritage Experiential Learning School, Gurgaon, India
The Heritage School, Rohini, India
The KAUST School, Saudi Arabia
United Nations International School of Hanoi, Vietnam
United World College, Changshu, China
University of Toronto Schools, Canada
Upper Canada College, Canada
Vienna International School, Austria
Vientiane International School, Laos
Western Academy Beijing, China
Zurich International School, Switzerland
We have just begun our partnership with the LAC team. In the short time we’ve worked with the professionals at LAC, we couldn’t be more impressed. Our goal is to empower our faculty to move from being basic consumers of data to being collaborative analytical teams that prescriptively differentiate learning opportunities for all students. Everyone at LAC has been incredibly supportive as we begin this transformative process.
Dr Kelly Kramer
International School of Dongguan
Learning Analytics has been in use by the American International School of Bucharest for several years now, and we highly recommend it. When we started off using LAC, we primarily were focusing on the data and conversations around our students' profile pages, as it helped us identify trends for certain individuals and give us a complete picture of a student in one place. From here, we have started to look more in-depth at different uses of Learning Analytics, including identifying trends in certain subject groups or within details collected from external testing, such as MAP. These information points help us focus those conversations not around what we think is happening, but around clear pictures formed by the data itself.
Our most recent use of Learning Analytics was a tool to place students into classes based on many different needs. The LAC team met with us several times to build this engine specifically for our school. They had a similar one for elementary/primary, but we had more specific details needed for a Secondary School, and they helped us throughout this entire process in putting this engine together. We were able to use it to build our class lists for the coming school year, by combining all the necessary data in one place. There are still tweaks we would like to make, and that is what we love about working with Learning Analytics, as they work with us, as we refine what we need in order to best use our data to make informed decisions.
Secondary Leadership Team
American International School of Bucharest
ISB has been using LAC for many years now, and it has allowed us to fully understand each student and their own learning journey. From the visualization of student data to larger cohort groupings, we have been able to make strategic and pedagogical decisions based on long-term trends and patterns.
Additionally, as we use the information from our lowest grades levels and PYP through to the MYP and well into our IB Diploma Programme, we have reviewed the personalized academic information to support students and families in making course choices and setting goals.
As each teacher has access to the visualizations for their students, we are using data analytics to instilling a culture of knowing our students, which requires knowing their journey to date. The Learning Analytics Collaborative has been able to support us through this process. Their recent addition of wellbeing data will further enhance our ability to serve our students and our families. It continues to be a great partnership where they work with us and our data to ensure we provide the best insight and direction for our students.
Senior School Vice Principal of Academics
International School of Basel
ISS International School has recently joined the LAC community and our membership has already enabled us to review, monitor, and improve our approaches to student learning and engagement. The LAC platform has enabled us to clearly visualize our historical and current student data in a format that is relevant, innovative, and easy for faculty, students, and parents to understand. Assisting the whole school to learn from and enrich our teaching and learning processes.
Our faculty have benefited from the opportunities the LAC platform provides us in offering a tool to enhance our internal and external assessment data analysis. The data and trends the LAC platform visualizes have been imperative in our drive to make collaboration and effective decision-making central to the development and continual improvement of our teaching and learning.
The competencies of the LAC team, aligned with their experience of working with other schools around the world, has offered us the support and expertise required in implementing our new data analysis system effectively and within a short time frame. I highly recommend LAC and their team to any school looking to make their student data analysis more effective for their learning community.
Former K-12 Feedback and Assessment Coordinator
ISS International School Singapore
Nagoya International School has recently joined the LAC community. We wanted to transition from being a school described as “data-rich” to a place we’d be proud to call “data-savvy”. Making sense of data so that it becomes authentic, meaningful, and above all, useful to inform teaching and learning, takes time, dedication, and an ability for all to understand what the data is and is not telling us about our learning community. LAC allows us to quickly visualize patterns and trends in our whole-school external assessments, such as the IB examinations, MAP, ISA, and CAT-4, as well as our ongoing internal class data.
We have started the process of collating and representing our data on LAC. We have been supported by the LAC team, through regular meetings with dedicated professionals, and by other members of this supportive learning community. We are excited to move forward together using our information and the LAC visualizations as the “third point” in deciphering and determining the best steps and strategies for teaching, learning, and well-being. I encourage schools to discover LAC and consider joining the growing community of data-focused educators.
Teaching & Learning Coordinator
Nagoya International School
Zurich International School (ZIS) has been a member of the Learning Analytics Collaborative for more than 5 years. Although data management is no small task, our membership to LAC provides us with the context to have better conversations about student data. From collection, storage, access and expected outcomes, the whole cycle of student data at ZIS is now better understood, continuously reviewed and improved.
The visualisations provided by LAC have been particularly welcomed by teachers when reviewing data from external assessments. The eye catching, interactive outputs quickly display patterns and trends from assessments such as NWEA, ISA, WrAP and IB. We also benefit from the regular workshops provided by LAC, which help us appreciate the full potential of data and the processes required to get there. I encourage you all to join this forward-thinking innovative Collaborative.
Head of IT Services and Solutions
Zurich International School
As we become increasingly more assessment capable, critical questions we are asking about learning are “Where is a student now”, “How do we know they are learning?”, “What do we do if they are not?” and “What do we do if they have already learned it?” Becoming a member of the LAC was a natural next step in getting all the data we collect on student learning in one place. As newcomers, once the dashboard is set-up each student will have a data profile and we will have at our fingertips multiple data points on individual, cohort and program information that we can use to answer these questions and to inform school wide planning, teaching, and program development.
Director of Teaching & Learning
American School of Warsaw (ASW)
As newcomers to LAC, we couldn't be more impressed with every aspect of our work with the Consilience team as we have together envisioned possibility and started the process of collecting both our historical data and current learning results. Every step of the way, we have had highly-competent and dedicated professionals work with us on the logistics of set-up and training. Being data-informed is an essential aspect of our commitment to our learners and quick access to learning results in user-friendly formats opens the window to frequent and enriching opportunities to cause learning. We are excited to gather around the table of evidence provided by LAC and consider what our students are telling us. Our efforts to develop professional learning communities have been made more efficient and effective with the addition of this brilliant tool that makes collaboration, investigation, discussion, decision-making and action around learning so worthwhile!
Director of Learning
American International School of Lagos (AISL)
When our school was seeking a consultant to provide comprehensive expertise in the development of our technology strategic plan alongside a school wide educational technology audit to support our priorities in the implementation of this plan, Consilience was consistently highly recommended by other international schools and technology leaders. The Consilience audit was a comprehensive assessment of where our school is, coupled with detailed analysis and specific prioritized recommendations on how to move forward. The support provided by Consilience through this engagement will be essential in our teams developing action plans to support enriched digital learning for our students.
The Anglo-American School of Moscow
As we began to dissect where we were, in terms of technology, integration, how we use technology in our classrooms and throughout our community, it became clear that we needed a thorough and clear educational audit of where we were in terms of practice, faculty readiness and competency, response to new technology and practices, and for the appropriate device model for our students from Kinder up through Grade 12. While we could have embarked on a lengthy, time consuming and energy sapping self- audit, we decided to engage with Consilience. Over the course of a few short months of consultation and site visits, The Consilience team drew us an objective and clear roadmap that will help keep our faculty involved in innovative technology usage for the years to come.
The Consilience team was highly sensitive to our school culture and the political complexities any change would bring. By working with the Consilience team we effectively leapfrogged over many pitfalls we surely would have encountered while simultaneously protecting the most precious asset of our school, teacher time!
Dr. Ted Mockrish,
Head of School,
Canadian International School, Bengaluru, India
Consilience provided transformational consulting services to the Bahrain Bayan School that aided in the establishment and implementation of our Innovation Hub- the first of its kind in the MENA region.
Their Educational Technology Audit and assessment was insightful, providing specific recommendations for all levels of operations and leadership, allowing a clear path forward to effective technology integration to support innovative learning. The Consilience team was highly professional, respectful, honest, and forthcoming. We were offered a range of specific services tailored to our needs that we could choose from to help us with continuous improvement. We would highly recommend the services offered by Consilience!
Dr. May Al Otaibi,
Bahrain Bayan School
Vientiane International School will forever be grateful for the thorough, balanced, and progressive advice that Consilience was able to provide to us. From the moment we reached out to them, it was clear that we would be working with a highly professional organization, knowledgeable about the needs and realities of an international school. For a midsize school like ours, the prompt advice we received during the visit and through the final report, was invaluable. We know we will continue to work with Consilience in the future as we seek to rely on expert advice to address our educational technology needs.
Elsa H. Donohue,
Head of School,
Vientiane International School
Comprehensive, clear, innovative, and range of implementation aims are all uniques aspects to an technology audit done by Consilience. Consilience bring the sound technology integration strategies along with infrastructure expertise, then through a through assessment of where your school is, they make sound recommendations on moving you forward. The audit is provides leaders with roadmap for making decisions based on best practice inclusive of the input from the faculty and leadership at the school. Consilience is one of a kind and will both inspire and nudge towards innovation and excellence.
Dr. Paul M. Fochtman
Head of School
Frankfurt International School
Canadian Academy was fortunate that Shabbi Luthra agreed to lend her professional knowledge and expertise to conduct a school-wide technology audit. She was charged with assessing and giving feedback of our school’s educational technology program and infrastructure. I was impressed with the outcome of the audit as well as the process undertaken.
I was pleased with Shabbi’s visit to Canadian Academy and her positive interactions with students, faculty and parents. Her questions were direct and thoughtful and she was able to respond with a strong, evidenced-based rationale whenanswering questions. Shabbi proved that she was able to navigate difficult social interactions in a professional manner.
The technology audit document received a short time after the visit is well written and extremely detailed. The information provided is priceless. It will serve as a road map to bring technology at Canadian Academy to the next level.
I have no reservations in recommending Consilience to conduct a technology audit at any educational institution.
Canadian Academy, Kobe
Dr. Shabbi Luthra was instrumental in helping the American International School Chennai become a school engaged by relevant 21st century practices and trends in technology and learning. Dr. Luthra conducted a complete technology audit for AISC in 2011-2012. She and her team visited the school twice, analyzed all aspects of our technology infrastructure, funding, and programs, recommended next steps consistent with best practice and provided on-going consultation as we moved to transform our approach to technologies and pedagogy. Her work resulted in the school’s move into 1:1 learning environments, online/blended learning, a focus on digital citizenship, and communications systems suited to the digital age. Dr. Luthra is professional, thorough, and inspirational. I could not recommend her and her team more highly.
Head of School
American International School, Chennai
As many international schools find themselves, we at ISP also had a plethora of different platforms and were trying to assess which ones were needed and which ones could potentially be streamlined. In order to find help with this major project we asked for recommendations over the AISH network for a company that could assist in this process. The challenge was to find a company who could deal with both the educational side as well as the infrastructure side. We received many recommendations from around the globe and found that the company that would serve our needs best would be Consilience.
The company was highly professional in their approach, even before they came to visit much data was collected. When Kevin and Savio, the two consultants, arrived for their one week consultancy we found that they were very organized and were able to connect easily with our teachers and staff. Deadlines were met throughout the week and the reports arrived within the promised time frame. Even during the visit recommendations were made that were implemented straight away. The report is the most practical input we have received to date. Timelines are clear and within weeks there has been a culture shift within our technology department and the manner in which work is executed. The Consilience report has given us a clear path ahead, it is practical and easy to follow.There have been a number of conversations following the report with Kevin and Savio and again the follow up has been prompt, concise and helpful.
I can recommend Consilience highly for any school wishing to assess where they are in the rapidly changing field of technology. A positive investment for us!
Head of School,
International School of Panama
A comprehensive technology audit report developed by Dr. Shabbi Luthra in 2016 has served as the foundation for the prodigious growth and development of our technology programs at I Shou International School.
Thereafter, in partnership with Dr. Luthra and her team at Consilience, our programs have been transformed through a series of on-site workshops and beneficial collaborative activities with faculty, administrators, parents, students, and staff.
Our school community has become energized by technology integration, maker education, and innovative approaches to teaching and learning gleaned through our partnership with Consilience.
Dr. Peter Nanos
I Shou International School, Taiwan
Maggie Hos-McGrane, on behalf of Consilience, led two technology integration focused workshops at I-Shou International School in August 2018. The first workshop established the tone and set goals for schoolwide technology integration with subject, academic, and school leadership present. The second workshop was a three-day, intensive technology coaching course for our three new full-time technology coaches.
The skills and knowledge learned during these workshops have been a catalyst for change and broadens our integration of technology into the curriculum. The technology coaches have set technology integration focused goals with every member of staff and are actively working to promote technology integration into the curriculum whilst conducting analysis of current teaching and learning using various models and methodologies.
I can offer only the highest recommendation for Maggie Hos-McGrane and the team at Consilience.
Director of Educational Technology
I Shou International School, Taiwan
LEARNING ANALYTICS COLLABORATIVE – LAC
ASIJ chose to partner with the Learning Analytics Collaborative so that our teachers could better understand the learners they serve. Our faculty had a desire to respond more thoughtfully and productively to each child and now they can do just that. Just one year after implementation, our faculty are more empowered and informed. LAC visualizes student learning data in a way that makes sense to teachers. Instead of having our data scattered amongst different programs and sites, we now have an integrated and responsive way to analyze student learning data – thank you LAC!
American School in Japan
UNIS Hanoi has now been a member of the LAC for two years and in that time, it has enabled us to significantly enhance our meaningful use of data to impact student learning. Through the efforts and good thinking of our faculty led by our ES Principal, Ms. Megan Brazil, we have made use of the wonderful services provided by the LAC in visualizing the data in such a way so as to make it user friendly for faculty, parents and students. I encourage all schools to consider joining the LAC.
Dr. Chip Barder
United Nations International School of Hanoi
ASL’s participation in the Learning Analytics Collaborative makes it possible for us to rethink how, where, and why we use student data. It allows us to significantly improve access to numerous data points and provides us with powerful visualization tools to generate data-driven questions and discussions. Our relationship with the LAC team has been one of real partnership and excellent support, they are responsive, easy to reach, and very open to our feedback.
Director of Technology
American School of London
Having our school’s academic and learning data was only step one. Where the LAC excels and continues to shine is through consolidating all our data and then comparing and visualizing it to establish the narrative of “why” things happened. We’re now looking forward to taking the “why” and with the LAC, developing testable strategies to further enhance learning.
Former Director of Digital Learning and IT
International School of Basel
Schools are busy places, so we really appreciate the support from the Learning Analytics Collaborative team. It is like having your own data scientist, programmer, and data interpreter on your staff just when you need them. We are most helped when we interact with people in similar roles at other schools.
Director of IT
NIST International School, Bangkok
Zurich International School has been a member of the Learning Analytics Collaborative for several years. The services provided by Consilience have expanded each year and the network that we have joined has been very beneficial. Our membership has been invaluable extending access to researchers and data scientists while building understanding and expertise within our organization. We entered the collaborative with the specific aim of wanting to measure the impact of technology investments on teaching and learning. We are now applying our growing expertise to rethink how we design assessment and reporting across our school.
Through our membership:
we were able to improve survey design, how we collect data and how we store data in our Student Information System
receive an annual report of findings relative to other international schools in the collaborative
access to coaching on how to interpret and analyze the results
access to and voice in the design of diagnostic visual tools to interpret the data
Former Director of Research and Organizational Development
Zurich International School
“I valued the exposure to new concepts through active learning exercises that challenged me but also helped reinforce my understanding and appreciation of the need to strategically embed maker education into our students’ educational experience at all levels. The multiple examples of the various forms of integration after each concept were especially enriching.
Linus’ instructional approach is exceptional; he is a natural coach and treasure-chest of knowledge and skill. We greatly appreciate his ideas, support and leadership! What an inspiration to us all!
I plan to advocate for instructional time, space, materials and specialized faculty to promote maker education at all levels of the school – to all stakeholders: the Board of Trustees, administrators, educators, faculty, parents and students. Promote related training opportunities not only for CAG educators but also for others in Guatemala. Tell the story of CAG’s journey through initial steps of maker education to promote awareness and appreciation.”
“The combination of active learning, reflection, and sharing made this training extremely valuable for me. I also really appreciate the integration ideas! I believe I will also greatly value the extended follow up in the next few months; that is unique from other multi-day certificate trainings I have been involved in.”
“This was a very exciting, interactive class! I valued the pacing, the content, the time for classroom ideation and the collaboration! I will begin using ideas from this workshop next week in my class. I plan to start small, but eventually all of my content areas would be integrated, making it possible to seamlessly utilize my classroom and lessons with making.”
– Leadership & Teachers of the American School of Guatemala (CAG)
“This was a great experience. It was tough to commit to 4 full days in the start up week of school but I tried to balance this out. The scaffolding and input sessions that were carefully balanced with long chucks of open ended time to put the ideas into action, the range and variety of skills and materials that were the focus. I hope to make this a broader conversation with the teachers in my division. There are lots of opportunities for us to build Making into our work in the ECC that would be meaningful and purposeful and this workshop has inspired me to start this conversation with the team
Thanks Linus, you were fab – inspiring, supportive and good humoured!”
Head of Early Childhood
International School of Brussels
“Really enjoyed the ability to play around with a whole new range of materials. Linus did a great job of building complexity in the course so that I could find something to extend my knowledge and feel like my time was well used. Also appreciated the range of examples shown following each activity.”
“Learned a ton! Don’t feel as overwhelmed or intimidated when people mention programming, coding or circuits. There were a huge variety of activities that also could be connected throughout subjects. I appreciated how patient and flexible Linus was in both his instruction and the time allotted for the projects.”
“I really enjoyed the week and having time and space to try out so many different tech and maker skills with a teacher there to guide and support us on our making journey. It was so much fun and informative! I plan to implement many of the new skills I have learned during choice time and more integrated into our current units.”
“The workshop had both freedom and structure. I consider myself a beginner in all this, but at no stage did I feel lesser or holding others back.
I really appreciated Linus’ cool but professional demeanour + his broad knowledge. Having run many workshops in that past, I was really impressed with the structural flexibility and ease of differentiation that was afforded to each participant.”
– Leadership & Teachers of the International School of Brussels
“I enjoyed it and valued that it introduced making as integratable in many subject areas. I can see that kids would value it strongly as a way to take charge in a whole new way to inquire about the world and demonstrate their learning."
“I valued the points of view that the instructor shared with us and the exposure to new ideas. I plan to take all of the learning that I have done back to my classroom and have my students do more prototyping. I was impressed with the focus on language that Linus pointed out to us. I believe that it helps create a mindset and a way of thinking that Linus communicates effectively. He pointed out the need for empathy. I will take that back to my class. I also plan to incorporate technology as a material into some of the designs that I have my students do.”
The actual hands on experiences that mimicked the experiences our students, have opened up not only an understanding of what the successes feel like, but allowed for a better understanding of the possible challenges that will be faced and what we can do to limit those.
“I appreciate that the instructors from Consilience Learning have offered me lots of Maker ideas for future implementation. Many thanks, especially for Linus. He is very kind and patient instructor and he is very energetic Maker with enthusiasm. “
“The hands on aspect of the program made it very easy to both learn, understand and envision how the resources could be used in my own classroom. Due to this understanding, I can easily see these learning activities being use much sooner rather than later. I”ve wanted to challenge my students to investigate more methods of making than simple hands on construction.
The second half of the workshop, focusing on digital making, has provided several options for doing this very thing. I have many students who shy away from more traditional construction methods and this will hopefully be a great way to give them the opportunity to build with their passions.”
“I valued the opportunity to explore resources and activities, to have time to think about how to use these tools, and to share ideas across the school. It is useful to see how the thinking process can be utilised at all levels and subject areas. Each of the activities have interesting ways to think and interact with materials and thinking. “
– Leadership & Teachers of I-Shou International School
“It was a whole new arena of learning for me. The Maker Learning programme has helped me shed my usual inhibitions against all things ‘Science’! It has been an amazing experience learning from Mr. Linus. I look forward to more integration of the Maker Learning approach in my teaching career.”
“I was amazed at the things learnt and the things I could do in a span of 4 days. The knowledge grasped and the hands on activities done was terrific. Hope to continue receiving a repeated guidance as we start the maker journey. Kudos!!”
“Every time I attend your workshops I become a more confident MAKER!”
“I plan to use some of the things I learnt to make my Subject more interesting and explore some more to move to the next level. I would also like to give my students the same feeling of empowerment that I felt while doing this workshop.”
“Makers programme has provided with the knowledge of integrating your curriculum to more of activity based learning empowering students to explore and innovate.”
“I valued being a special part of the bigger picture (Maker Culture). I hope to empower students to explore their potential of creativity with this unique opportunity. Consilience has helped me take learning to a whole new different level irrespective of age/grade of students. Every activity was super stimulating. THANK YOU!”
– Teachers of Mayoor Private School
“The resources and information provided was extremely useful and engaging. Keep up the outstanding work!”
“I valued the intro to coding and using Arduino. I liked the examples and resources provided. I intend to use Arduino in my curriculum and plan to merge design and coding into a unified program.”
“I learned so much as a result of how hands on it was. These different activities need to be done rather than just ‘taught’ and that was done during these classes. I also appreciated how we were given different ideas on how to use these in the classroom. Being taught the basics will make it much easier to teach to younger kids. Thank you so much!”
“Linus is fantastic. I really enjoyed his ability to work with all ability levels. I am definitely implementing these ideas into my classroom.”
“I loved that I was able to get hands on experience about how to teach hands-on in different ways that can all be done effectively and that allow students to learn with limited direct instruction. I hope to start turning my math and science classes into more of a making class.”
“I valued being able to construct something that came through a lot of success and failure. I valued the time that was given, and how I was to put myself in my students’ position to understand their frustrations and happiness.”
– Leadership & Teachers of Manor Hall International School
“The workshop was fantastic! I was able to realise the potential making has for students and educators, the mindset it builds, and the pedagogy. I feel more assertive of the fact that failing in a task is more importantly a feedback to revisit and restart. The process of learning is not less important than the product.”
“I valued the collaboration and the variation in materials and activities presented. Thank you for the consistency in the delivery of pedagogy and real world applications!”
“I plan to make a framework for my school and incorporate making to unleash the potential of all students and develop a maker mindset for educators and students.”
“This workshop really boosted my confidence and also taught me how to use Making effectively with the students. It was a wonderful workshop. Very well organized, very interactive, engaging and interesting! Thank you for being patient with us and helping us.”
“Wonderful Workshop! Thank you Linus!! It felt great! I never wanted the workshop to end!”
– Teachers of Sreenidhi International School
“Very practical, well organized and fun workshop. This is the future of education and Im grateful to be part of this. Every person can be creative. There is no such thing as failing as the process is the most important aspect. Learning can be made the most fun, practical, shareable and memorable experience through making. Most important skills developed within a student are : critical thinking, teamwork, efficient resource usage, planning and being organized. Every form of making can be applied in all contexts.”
“I value using my creative & critical thinking skills by trying out new ideas and discovered that I am a Maker! As an educator …I’ll use these teaching strategies to develop the same skills in my students and as a parent I am sharing Making with my kids.”
“Everything! The confidence, new learning, new experiences, and the HARD FUN! It was fantastic experience. Things that seemed complicated to me were taught in a very simple and logical way. I just loved the way it was planned and executed. I plan to start with small assignments in PYP but will be immediately integrating this into my upcoming PYP exhibition.”
“By the end of four days’ workshop, I learned so much that I never thought that I will ever be possible do (like coding). I feel knowledgeable to some extent and would like to go deeper as a Maker. I would like every student to be a Maker!”
– Leadership & Teachers of Eastern Public School
“It was the most engaging workshop that i ever did. i was able to learn so much in 4 days starting from first activity on making to the last one on Arduino.”
“I realised Making can be a real enabler in all spheres of life. It imparts life long learning and the skills imparted are much more important than some of the other seemingly important ones.”
“More than anything else, your pedagogy was excellent and everyone was engaged . You made it a great learning experience for us.”
“From the cardboard activity to the Arduino; EVERYTHING…. Just everything made me think how much i can explore with my students to increase engagement, not just with the curriculum but otherwise too. I’ll definitely be using these techniques with students to give them yet more ways to express themselves as well as their learnings.”
“The very fact that one doesn’t need a science background to be a Maker is awesome. Also the pedagogy followed in the workshop was very engaging.”
– Teachers of Heritage Xperiential Learning School
“This is the best PD I’ve ever taken, it was the right amount of activities and application of what we were learning. I valued the sharing of ideas and being introduced to new technologies and ways of making. I plan to integrate elements of Making into every subject I teach and each unit.”
“I learnt a lot about scaffolding and differentiation in Making. I have become resilient and had a great time collaborating with others. All of the activities were super engaging, I didn’t even notice the time. I am super excited to start applying what I learnt from the workshop and how I can extend it to a larger scale / audience like a community that will benefit from what I and my colleagues or students will create.”
“Linus was a great instructor with the ability to have fun, guide us, and still maintain a work atmosphere. I really valued the chance to experience new forms of building and making and I plan to incorporate this into the classroom and as a personal hobby.”
– Teachers of the International School of Hyderabad
We feel that equipping our students for lifelong learning and providing opportunities to master effective online learning skills before leaving school is important. Joining the Consilience Online Institutional Enrollment Program gave us immediate access to multiple providers, including those we had used previously, which was a great benefit. It’s a great experience, very professional. It provides lots of options. It’s a pleasure working with the team and we look forward to
many years together.
Special Projects Coordinator
American Community School Amman, Jordan
“My favourite part of the course was the flexibility. You could work ahead at any point and even if you fall behind, you can message your teacher and submit the assignment on alternative agreed date.”
“My favorite part of the course were the discussions. I felt I was able to express myself better in these forums.”
“My favorite part of the course were the discussions. I really enjoyed interacting with people I didn’t know from all around the world.”
“My favorite aspect of the course was the fact that it was individualized. We were able to work at our own pace.”
“I really like the feedback I receive from my teacher after every assignment. My teacher gives me a lot of independent feedback which is very useful for future tests.”
“I’ve always loved History and exploring it in terms of art was great. It’s something I’ve always wanted to do and I’m glad I’ve done it. The best part of the course for me was the way the course was very engaging and demanded focus. I completed it successfully by managing my time well. I did a few sections each day, that way it did not become overwhelming and did not take away time from my regular school classes. This allowed me to finish ahead of schedule, and I did not have to rush and stress towards the end of my course. For the Art History course, I advise that notes be taken because it is very content heavy and requires a proper understanding of key concepts.”
“I really enjoy the material that we are learning. Bioethics can be challenging, however it is interesting to learn and know about the different topics and aspects of this subject.”
“The challenges (assignments) in this course as I actually learn from those questions. The resources given to us are really helpful and useful.”
“I enjoy the content that we are learning. In school, we never go into this much detail about each thing that we learn, and here it picks up from certain things that we learned in school and goes into more detail.”
– Students on our Online Learning Catalog
Without hesitation, I would recommend Consilience Online for schools and individuals looking for online learning opportunities. They provide a quality learning experience for teachers and staff to further their professional development and job skills.
Tech Coordinator American School of Dubai
Thank you very much for all your help. This is the best $500 we’ve ever spent. You’ve made it possible for us to go from 0 to a full blown online program with almost no effort and skipping all the lessons that you’ve already taken care of for us.
High School Assistant PrincipalInternational School of Kenya
During early 2016 AGRICOLLEGES international identified the need for Agricultural training in Africa, at below graduate level. After a comprehensive needs analysis, it was decided to walk away from physical bricks and mortar institutions and follow the route of online learning.
Many hours was spent on identifying the perfect Learning Management System for the rural African environment. Through the issuing of a comprehensive Request for Proposal (RFP), D2L’s Brightspace was awarded the contract. The next phase was to identify the suitable Instructional Designers that could convert the written word into the correct format for Brightspace and ensure that it remains relevant to the African market.
Consilience Learning was identified as a world leader in the field of Instructional Design. To date Consilience has completed the Instructional Design work for a number of short skills courses as well as a 1 year certificate. Agricolleges and Consilience have signed a long term agreement and the project continues without any problems.
The quality of work done by Consilience and the support given to Agricolleges, has been outstanding.
Agricolleges looks forward to building on the relationship into the future.