SILT InstituteOur people
Understanding learning takes more than a single perspective. Our team brings classroom experience into conversation with research, design, engineering, and adolescent development.
Proposed research roles
An interdisciplinary team taking shape.
Adaptive learning systems
Principal Investigator / Research Lead, Adaptive Learning Systems
A former teacher and software engineer, Esther originates the research question behind SILT’s inquiry.
Her proposed role leads the investigation into how adaptive AI feedback can support adolescent learning, reasoning, agency, and cognitive development.
Human-centered research
Chief Researcher / UX & Human-Centered Research Lead
A UX researcher, product designer, speaker, and strategist, Adebayo brings a focus on how people experience technology.
His proposed role leads qualitative research, learner observation, interviews, research protocols, and usability studies to understand how teenagers experience AI-mediated learning.
AI systems & governance
AI/ML & Data Governance Lead
An AI/ML engineer with approximately five years of experience, Enang brings a background in data science, decision intelligence, and governance.
The proposed role leads model evaluation, AI systems, technical measurement, responsible data use, and governance around learner data.
Measurement & evidence
Quantitative Research & Product Analytics Lead
A Mathematics and Statistics graduate with product-analysis experience, Tumini brings a quantitative perspective to the research.
The proposed role supports measurable outcome design, statistical analysis, behavioral analytics, comparison groups, and interpretation of learner-performance data.
Research infrastructure
Software Engineering / Research Systems Lead
A software engineer with a strong backend focus and experience in scalable systems and logic, Oghenemaga builds the foundations needed to study learning systems.
The proposed role develops experimental infrastructure, instrumentation, learner-state systems, logging, and the technical implementation needed for the study.
Classroom practice
School Implementation & Educational Practice Lead
A head teacher with more than fifteen years of teaching experience, Gbolabo brings classroom practice into the research process.
The proposed role supports school implementation, teacher interaction, safeguarding procedures, and practical interpretation of findings.
Adolescent development
Guidance, Counselling & Adolescent Development Lead
With an NCE, a BA Ed in English, and a master’s in Guidance and Counselling/Psychology, Ufine-Martha brings an educational and counselling perspective.
The proposed role contributes to adolescent wellbeing, developmental interpretation, learner confidence, emotional responses, counselling considerations, and age-appropriate research practice.
A shared responsibility
Each discipline brings a different question: Is the feedback useful? Does it respect the learner? Can a teacher act on it? What should the system remember? How will we know whether learning improves?
Read our principles