Since 2002, Jan Fasen has been a principle of several schools for secondary education, Connect College in Echt en Mundium College in Roermond. He’s a teacher in social science and philosophy. His major work consists of transforming the educational system of his schools. From 2013 until 2015, he was project leader of a great transforming process in ten schools in the Netherlands.

He is also founder of Agora, a totally new alternative in organizing self-regulated learning for kids and self-organizing work of teachers. This concept is already very successful in the Netherlands. Many colleagues, from the Netherlands and abroad, are inspired by his work. Agora is an Ashoka changemaker school since 2016.

Jan Fasen is member of several national and international networks. He is a keynote speaker about reforming education and the importance of leadership in that process. For more information about Jan Fasen (in Dutch), click here.

Dirk De Boe is an independent expert in creativity, innovation and transformation. For the last ten years he has been stimulating the innovation and transformation of the education system in Belgium (Flanders).

He is co-author of the book Edushock and wrote recently the book EduNext. This book shows how you can transform a school from inside out by putting the students in the center of their education process. Dirk is one of the driving forces of the yearly EduNext Learning Festival in Flanders where innovative teachers and directors show how they are transforming their school.

Dirk is also a teacher. He has been lecturing entrepreneurship in the highschool of Ghent and is now lector school development in highschool Odisee in Brussels. For more information about Dirk de Boe (in Dutch), click here.

Halszka Jarodzka is professor of Instructional Design and Online Learning.  She advocates that to understand and improve learning, we need to investigate it within its full process and not only its outcome (e.g., a grade). She is interested in how eye tracking can help to understand this process and thus to improve instruction. Learning can be seen as a continuum: from a child at school that encounters a subject for the first time, to a professional who wants to reach expertise in her or his field.