Who we are.

About us.

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We are a Denmark-based organization, supporting schools with <re>imagining education.

We operate as change-agents, to bring engaging, personalized and meaningful learning experiences to all students 

through using project-based learning. We dream big, seek to understand and relentlessly challenge the system until it serves everyone.

Our Design Principles.

All of the work we do to support schools is driven by five design principles.

We believe schools must be <re>imagined to be:

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Our team.

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authentic

Connected to the real-world, students ask real questions and produce work that matters 

personalized

Open-ended so all students can be seen as unique individuals with needs to be supported and challenged

student

owned

Driven by student questions, interests and solutions, empowering students to take action

collaborative

Designed for students to understand themselves and use each other to accomplish 

meaningful work

equitable

Embracing the strengths, ideas and interests of all students regardless of background or perceived academic ability

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Loni Bergqvist 
Founder // Partner

Bryan Harms
Partner

Caja Fournaise
Learning Consultant

Astrid Ibsen
Process Consultant

Before diving into teaching, Bryan was a software developer and before that managed a landscaping company.  Along the way he completed an undergraduate degree in computer science and mathematics. Bryan’s teaching career began after moving to the West Coast of the US  to teach at High Tech High, a project based school in San Diego California. Here, Bryan developed the passions that have defined his professional career: a passion for developing, refining and implementing PBL, helping students define mathematics and themselves in relationship to it in ways that stress their own agency and authority and understanding what it means to be a leader in environments where consensus is valued above hierarchy. 

 

Bryan moved Denmark in 2017 to work with a foundation focused on a national school transformation project. Bryan helped develop the vision and manage the implementation across multiple school sites.  It was during these years that Bryan also developed a curiosity about organizational transformation in an educational context. 

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Loni was (and always will be) a teacher. 

Loni started her career in education teaching at a traditional school in San Diego, California. She became a project-based learning 'convert' when she started attending night school in Leadership at the High Tech High Graduate School of Education. She began to try (with little success) to do projects in her own class. Loni could see very clearly that her students needed real-world projects desperately but would probably never have access to this type of learning.  

 

Loni left her school to teach at High Tech High, knowing one day her mission would be to bring project-based learning to students who needed it the most; the ones who were in traditional schools. 

Since 2014, Loni has been working with schools around the world to re-imagine education. Her project-based learning expertise has been used in several international initiatives, including REAL-Projects (Innovation Unit, United Kingdom) and LEAPS (Kata Foundation, Denmark).

Caja er uddannet lærer og startede sin lærergerning i 2002 på en folkeskole. Sidenhed har Caja også været tilknyttet en privatskole, en skole for elever med særlige behov og internationale skoler i Danmark og Frankrig. 

 

Caja har fra aug. 2015 - jun. 2021 været engageret i LEAPS, en projektbaseret tilgang til skoleudvikling. Caja var først ansat som lærer og derefter som LEAPS-vejleder på fuld tid. Arbejdsopgaverne var mangfoldige og omhandlede blandt andet sparring vedr. forskning, forandringsprocesser med fokus på helskole-udvikling, teamsamarbejde, elevcentreret læring, implementering af værktøjer, PBL-projektudvikling m.m. Mine nærmeste samarbejdspartnere i perioden var fire tidligere undervisere fra High Tech High – heriblandt Loni og Bryan.

 

Caja brænder for at inspirere og udvikle skoler så eleverne får de allerbedste forudsætninger for at blomstre. Som undervisere skal vi turde bevæge os i retninger som støtter elevernes muligheder for en meningsfuld skoledag hvor fordybelse, værdiskabelse og kvalitet i autentiske læringsmiljøer er vigtige nøgleord. 

Astrid er uddannet Kaospilot og har arbejdet med projekter i både ind- og udland. Senest har hun startet TrivselsLab hvor hun gennem samskabelses- og forandringsprocesser undersøgte og udviklede bæredygtige initiativer på uddannelsesinstitutioner for at øge studerendes trivsel.  

 

Astrid er en specialiseret generalist med fokus især på facilitering, procesdesign, organisatorisk forandring og projektledelse. Som Kaospilot er hun trænet i at arbejde i kompleksitet og uvished ved at rykke projekter, mennesker og idéer fremad.  

 

For at fremme læring og resultater fokuserer Astrid som projekt-og procesleder altid på at skabe et trygt og eksperimenterende miljø, der giver plads til kreativitet, innovation og opbygger deltagernes kapacitet. Dertil bruger hun gerne hendes baggrund fra mange former for fysisk bevægelse til at opbygge en unik energi i rummet, der skaber en uformel stemning og lukker op for både hoved, krop og hjerte. 

 
Ved at udfordre status quo og systemer med ro og nysgerrighed er Astrid på vej mod hendes drøm om et uddannelsessystem, der ser og rummer alle som hele mennesker.