Science of learning + Behavioral sciences + Design thinking  

We merge together the latest science of learning along with behavioral sciences and use experimental design thinking approach to build continues optimizations for a variety of learning environments. 


We are a learning design consultancy interested in merging design thinking principles with latest research on science of learning and behavioral sciences.

Our Vision is to make scientific research on learning more practical in a context independent and adaptive way.


Our goal is to achieve highly effective, evidence-based education for all kinds of learners  by applying the latest advances in pedagogical and organizational excellence.

The three basic processes involved in our approach are:

  1. Establish learning objective 

This means laying out clear learning goals for the programs and courses in operational terms. These goals will include 3 important dimensions.

a) Personal Optimum : Learning focused on optimizing the fundamental skills of the learner,Ie reading, writing, speaking, coding, maths etc. This include mastery based approach. These fundamentals are essential raw material for the next two optimizations.

b) Institutional Optimum : What the institution and  faculty hope students to learn. It include official syllabus, exams, school board guidelines etc.

c) Strategic Optimum : Learning with the future in mind. This include insights from the location and country and also from the big picture of AI vs Human work of the future.

Establishing clear goals by core understanding of the above three dimensions informs the design of curriculum, teaching, and evaluation methods.

2) Understand what the actual learning 

Systematically gather data on students’ problem-solving ability, conceptual understanding, attitudes, and skills in the areas where faculty members have identified learning goals.

Methods for measuring student learning include:

  • in-depth interviews to reveal student understanding
  • observing problem-solving in the particular course of interest
  • review of suitable research literature
  • surveying current students and alumni
  • analyzing exam results (particularly open-ended questions)
  • using validated assessment instruments, and/or developing new ones to probe all those areas of learning that the department cares about

3) Improving student learning

This is primarily where teaching comes in and is addressing the question of “how do we now move the students from where they are to where they meet the goals we have set?”

Strategies include:

  • adapting proven practices
  • introducing and testing new research-based practices
  • ensuring course sequences and goals are properly aligned to student preparation and capabilities
  • continuously evaluating effectiveness using methods detailed in Step Two
  • Reviewing and revising learning goals as appropriate