Education has always been close to my heart. As the eldest in my family, I grew up helping my two younger brothers with various subjects, through which I gained valuable perspectives on education. Beyond the familiar, funny sibling dynamic (often involving fiery arguments over seemingly nothing, clashes of opinions, and, sometimes, dramatic retelling of events to our parents), those moments taught me that learning is as much about connections and relationships as it is about knowledge.
Supporting my first (and most adorable) students shaped my educational philosophy from an early age. It convinced me that the most meaningful learning emerges when curiosity leads the way, students take a proactive role in their own learning, and the process remains enjoyable. Since then, I have sought to cultivate learning environments that are curiosity-driven, student-led, and centred on the joy of discovery.
My teaching draws on cybernetics, complexity, and hands-on learning to help students engage critically and creatively with the systems that shape our world. Across undergraduate, postgraduate, and non-award courses, I aim to create learning environments where students can move between conceptual understanding, practical experimentation, and reflective engagement with real-world complexity.
Rather than focusing solely on individual parts, cybernetic thinking encourages us to understand the patterns of interaction in a system that give rise to collective behaviour and emergent outcomes, helping learners develop a richer understanding of interconnected systems.
I am particularly interested in exploring universal patterns and ideas that transcend disciplinary boundaries, creating opportunities for conversations that connect different ways of knowing and broaden our understanding of the complex world we inhabit.
Students learn by building, testing, prototyping, and reflecting. I use hands-on activities to help learners encounter complexity not as an abstract idea, but as something they can observe, manipulate, and reason with.
My teaching engagement spans undergraduate, postgraduate, and non-award courses at ANU. The examples below highlight courses and learning experiences where I contribute to conceptual framing, facilitation, hands-on inquiry, and reflective learning design.
As a core year-long course in the Master of Applied Cybernetics, this course enables students to critically analyse emerging technological constellations and engage in informed conversations about cybernetic systems. Grounded in a learning-by-making ethos, the course supports students as they design and build cyber-physical system prototypes both individually and in diverse collaborative teams.
As part of the School's Navigating Cybernetic Futures Learning Experience (LX) series, I contribute to the delivery of this one-day non-award module. Working within a presenter team, I help equip participants from industry, government, and community sectors with clearer ways of understanding AI as part of wider social, cultural, economic, and ecological systems.
I developed and facilitate an undergraduate workshop within the Cybernetics for Social Impact curriculum (awarded Transdisciplinary Teaching Award 2026). Hosted by the ANU McCusker Institute, the workshop equips students with transdisciplinary tools and systems perspectives for engaging with complex social issues and creating meaningful impact.
My supervision and mentoring practice is grounded in curiosity, care, and methodological openness. I am interested in supporting students whose projects engage with complexity, cybernetics, information dynamics, topology, AI-mediated systems, or related questions about emergence and knowledge systems.
I welcome projects that combine conceptual, computational, empirical, or design-oriented approaches to understanding complex systems.
Inspired by a pay-it-forward ethos, I aim to help students and emerging researchers clarify their questions, navigate uncertainty, and develop confidence in transdisciplinary work.