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Charlie Gedeon
Co-founder of Pragmatics Studio. Designing interfaces that make us learn and think.
Professional Background
Charlie Gedeon has carved out a significant niche in the realms of informal learning, speculative technology, and the impact of storytelling on future aspirations. As the co-founder of Pragmatics Studio, a renowned design studio based in Montréal, Charlie has cultivated an environment that encourages innovative design thinking and practices. His work spans teaching, creative design, and writing, where he channels his expertise to foster a deeper understanding of human wants and needs in the tech-driven landscape.
In the academic sphere, Charlie serves as a lecturer for the User Experience (UX) Certificate at Concordia University, sharing his extensive knowledge and insights with budding designers and innovators. He has also contributed his expertise in graduate-level courses focusing on Creativity, Innovation, and Critical Thinking, thus shaping the minds of the next generation of leaders in design. His commitment to education is epitomized by his involvement in the establishment of Concordia's District 3 Innovation Centre in 2012, a collaborative hub aimed at empowering students and startups with the tools for success in the modern economy.
Charlie's diverse career trajectory also includes notable positions as a Senior Product Designer at Waverly, where he honed his skills in crafting user-centered design solutions. His background as a Freelance Product Designer and as a Product Designer at SweetIQ further showcases his adaptability and expertise in various design disciplines.
Education and Achievements
Charlie's educational journey laid a solid foundation for his ambitious career. He is an alumnus of Concordia University, where he earned a Bachelor of Commerce (BComm) in Marketing, equipping him with essential business acumen and strategic thinking capabilities. To further enhance his design capabilities, Charlie expanded his knowledge at the internationally recognized Copenhagen Institute of Interaction Design, where he studied Interaction Design. This distinguished program fostered his appreciation for user-centered design and innovative thinking, elements that are key in his current endeavors.
Charlie's contributions to design education and innovation are significant. His role as a co-founder of Concordia's District 3 Innovation Centre highlights his commitment to nurturing creative potential within the student body, fostering an ecosystem where innovation thrives. His experiences have empowered many to explore the intersection of technology, design, and storytelling, effectively demonstrating how design can serve as a catalyst for change.
Notable Achievements
Over the years, Charlie has accumulated a wealth of experiences that validate his expertise in design and innovation. His tenure at Pragmatics Studio involved not just co-founding the studio but driving its core vision as a partner, where he influenced various design projects that push the boundaries of traditional user experience.
In addition, his involvement at Waverly and other roles has enabled him to collaborate with a diverse range of clients and stakeholders, further enhancing his skill set and understanding of product design. As a former Education Program Manager at District 3 Innovation Centre, Charlie played a crucial role in developing programs that were instrumental in bridging the gap between education and practical application, ensuring students had the tools and resources to bring their ideas to life.
Finally, as a writer, Charlie continues to express his passions and insights into the world of design and technology, contributing to various platforms and publications that aim to inspire others in the field. His ability to weave together narratives that challenge preconceived notions and encourage exploration of informal learning methodologies reflects his commitment to expanding the horizons for both personal and professional growth.
In summary, Charlie Gedeon's career is marked by a fervent dedication to design, education, and storytelling. His roles as a co-founder, educator, and designer make him a versatile figure in the innovation landscape, leaving a lasting impact on those he encounters. Through his continued work, he not only enriches the design community but also empowers individuals to harness their potential and reshape their futures, proving that the stories we tell ourselves can indeed create limitless possibilities.
Highlights
Ever wonder why we’re so great at giving advice to others, but struggle to follow it ourselves? 💡
That paradox is at the heart of my latest experiment: the "Giving Yourself Advice Machine" (GYAM). By using generative AI and exploiting my favourite behavioral insight, known as the "advice-giving effect," I’ve exploring a tool that helps students solve their own problems—by having them unknowingly advise themselves.
Here's how it works: Students write about a personal struggle, and then receive a seemingly unrelated request for advice from a "classmate" facing a similar challenge. What they don't realize is that they’re actually responding to their own input, rewritten by AI. After they give advice, the system reveals the little magic trick—showing them that they’ve just guided themselves through their own dilemma.
Check out the video below where I demo two concepts of this confidence-building tool, designed to turn self-doubt into actionable insights and foster a sense of community among students.
#edtech #behavioralscience #AI #confidence #education #selfreflection #UX #generativeAI
The concept of learning styles divided into Visual, Auditory, Read/Write, and Kinaesthetic is a myth! It's not only ineffective, it might actually be causing harm by pigeonholing students and limiting their beliefs about how they learn.
This got me wondering if we can leverage technology to empower students to seek out multi-modal content to enrich their experience of learning new knowledge.
In this experiment, students interact with content about the Mona Lisa in both text and audio before being asked to reflect. After they’ve seen both, the reflection asks questions about how each method affects their ability to focus, understand, remember details, and visualize concepts. Below you can see the first version of this survey.
The goal isn’t for them to identify which style is “better” but to help them see that different methods work best for different aspects of learning, depending on the content and context. That's why some of the questions might even make it difficult to select a clear position on the scale. It's a reflection exercise, not an assessment.
My hope with this exploration is to encourage students to break free from the rigid idea of a single learning style and instead reflect on how various approaches might enhance their comprehension. It’s about empowering them to use the right tools at the right time rather than being pigeonholed into one way of learning.
Giving students the ability to learn how to learn should lead to a richer, more adaptable and enjoyable learning experience.
You can read more details and see some references in my blog post: https://lnkd.in/eGwEb9FR
