Everyone wants to change. Some people want to change fundamentally, some people want to change incrementally. Everyone will change.

The central thesis of my work is that learning is a universal skill that must, in and of itself, be learned. This learning how to learn is facilitated by metacognition, which learners use to direct, monitor, and evaluate their learning processes; in doing so, they improve their abilities to learn, tremendously.

In order to develop metacognition, learners must practice metacognitive skills while they learn. Many metacognitive skills are simple and familiar, e.g.:

• Making a plan of what to practice is a metacognitive skill.
• Checking your work as you go is a metacognitive skill.
• Journaling after you learn is a metacognitive skill.

Metacognition is an essential part of learning, but most learners do not develop their metacognitive skills, and therefore, do not learn how to learn, because:

1. Metacognitive skills must be practiced during learning.
2. Learning is difficult.
3. And so, practicing metacognitive skills during learning makes learning even more difficult.

Put another way: learners can only practice metacognitive skills when they're also trying to learn something else. As a result, the choice to practice metacognitive skills is always positioned as an extra burden on learning.

It is sensible for learners to want to avoid this extra burden. To address this, my work asks how we can reduce the cost of metacognitive practice in learning.

I am interdisciplinary + practice-based. I design learning concepts, apply them to my own learning, and then communicate my findings using creative work. I am informed and inspired by the learning sciences (constructionism), computer science (human-computer interaction), and the creative arts (filmmaking).

Previously, I was a PhD student at Northwestern University as a member of Delta Lab, where I was co-advised by Haoqi Zhang and Nell O'Rourke under the NSF Graduate Research Fellowship and Segal Design Research Cluster Fellowship; I voluntarily (and amicably) dropped out at the end of my third year.