About
Two disciplines, one line of work
Software engineering gave me the tools to build systems at scale. Graduate study in education is teaching me how to point those tools at learning itself.
Path
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Mathematics & Computer ScienceUniversity of Toronto
Foundational training in both the formal and computational sides of problem solving.
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Software EngineerMicrosoft — Dynamics 365 Customer Insights (Audience Insights)
Built and shipped production systems handling large-scale event processing and API workloads for real-time customer data.
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Software EngineerKnowledgehook
Engineering on an EdTech platform — the first place engineering and education stopped being separate concerns for me.
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Education ManagerCommunity organization
Ongoing role designing and running educational programming outside the classroom.
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M.Ed. CandidateOISE, University of Toronto
Current graduate study in learning, cognition, and assessment — the theoretical grounding for everything above.
How I think about the work
I don't think of "software engineer" and "education researcher" as two hats I switch between. The systems I've built in industry — event pipelines, customer data platforms, APIs under real load — are the same category of infrastructure that a serious learning platform needs. And the questions I'm studying at OISE — how metacognition develops, what makes an assessment valid, how coherence is experienced differently in a math classroom versus a game — are the questions that should be shaping how that infrastructure gets designed in the first place.
In practice, that means I default to asking two questions about any learning tool: does it work as a system, and does it reflect anything real about how people learn? A lot of EdTech answers only one of those. I'm trying to build things — and study things — that answer both.
Currently
Wrapping up my M.Ed. studies and working on integrating my technical and educational experiences into a cohesive approach to learning technology.