Learn design
the right way.

Design process isn’t limited to design — innovation begins with the smallest actions, everyday.

It’s been an incredible journey building my iOS and Mac app, Inclr:

• Over 1 million lines of code
• Self-taught programming from scratch
• Patented in the US and China
• Finalist in the UNSW Founders Startup Accelerator
• Reaching over 2,000 users per month

As an architect, I’ve led design teams to win projects in half the expected time, personally designed every project while managing complex deliverables, and inspired clients with cutting-edge designs that won large scale projects.

As a teacher and Academic Coordinator, I’ve found incredible success in education — inspiring countless students, transforming lives, and consistently fast-tracking their early careers and depth of knowledge.

The call for innovation exists in every pursuit — and I’ve used the same design process to drive success across architecture, technology, business, and education over the last 20 years.

The Spatial Thinking Framework was born from my students’ successes and from a clear, urgent need to define creativity itself — at a time when educational institutions continue to fail to prepare young minds, and the world moves faster than the delivery of knowledge.

With this mission, whatever we need to learn must happen now — and it starts with the smallest innovations, practiced continuously, week by week, here at Spatial Thinking, every day.

Every image on this page is designed by me. I designed, sketched and 3D modelled each design, led and managed each project team, under ridiculously tight deadlines. When you ask me if I know design, then I hope this answers that question.

What you don't see in these images is how long it took to design each project. The first image on this page, the wavy design, that's a shopping mall. It took 1.5 hours to design. Yep, it was quick. Another beautiful white tower below, that looks like a handbag fabric, that took 3 days.

The speed and the quality of my work is not the only thing I can sell though. I completed a competition in half the time and won the project, when another team took 3 times the time, and lost.

I lead and manage teams and have answered the question in each project, "Can I innovate this time? Can I do something new? With this team under this timeframe?" It takes a whole other skillset and mindset to be able to achieve guaranteed innovation, something I know very few design team leaders possess.

Finally the one skill that I possess is the ability to teach complex processes, and an undying passion to help young designers. Don't ask me why... I'm not sure.

I've designed 100s of buildings at all scales. These images only capture a selection of projects that I like and love, and were all personally designed by me.

Read the review section below and you will find in my 3 years of teaching, hundreds or so rave reviews from my students of my teaching. I never asked for this, and never planned for it. But it seems I'm a pretty amazing teacher.

The experience has taught me that I love helping students towards fulfilling their potential. I see potential in a student as if it's a real solid thing. And I see every single small piece of feedback as having the potential for major shifts and change. I love scale, and so every tiny ripple can change realities, and I seek these out relentlessly, especially in my teaching.

I do it via another superpower, I try to read people. It's a skill I've trained ever since I was young. It's powerful because sometimes, or many times, I'm deadly accurate with where a student is, what they need and where they can go.

There isn't one way to teach, and each student has different needs and conditions. The onus is on the teacher to be able to drive that progress and process, but most teachers can't, don't care, or arrogantly think they are doing it already, but aren't.

Most teachers aren't real designers. And even if they are, they might not have stepped outside of the field, nor led a team, or know how to teach. I'm all of those and I find myself incredibly humbled to be in this position and able to help teach.

Lastly, students are like anyone else, people... friends. I don't treat them as a lesser entity, like most teachers do. I actually treat my peers as lesser, because most of them aren't at a level I expect them to be, at least in terms of design process. It drives me up the wall when I hear about irresponsible teaching behaviours but sadly, it seems to persist everywhere! This is why Spatial Thinking does not align to any university institution.

Spatial Thinking was created from the success of my students. Whatever I was teaching them, seemed to work consistently over many semesters and classes. I never intended to make a design and creativity framework, nor did I ever think this was a "thing." But after seeing consistently powerful outcomes, and getting rave reviews from students, it became clear that the current educational institutes aren't providing what helps students succeed and whatever I was doing helped better.

I'd spoken to the heads of schools and various professors. No-one cares. What they worry about is accreditation, research grants and their jobs.

The process of creating the Spatial Thinking Framework was rather quick. I've been building this process over decades, even during my university degree. Most of what's in here was my own discoveries, not taught by anyone. Incredible that even to this day, I question just how many years have I spent wondering the same thing, "Why don't they see the way I see it?"

It turns out that design and creativity in general is taught and considered too loosely. And the way I saw it was like a science. This is what Spatial Thinking Framework inherently is about — guaranteed strong design process and innovative results. And it was invented without ever thinking it was anything.