SMART Seminar Series: Learning Journeys – Making learning visible in developing infrastructure futures

1. Learning Together

2. Learning Together Learning Journeys: making learning visible in developing infrastructure futures from compartmentalised waste to collabora<ve value

3. We are living off legacy infrastructure and it’s failing us economically • We are living off our legacy infrastructure and it is failing us economically. We have to do far be@er for much less. • Successful Learning Together business will be Businesses that can LEARN be@er and faster TOGETHER than our interna<onal compe<tors. • Otherwise the future is decline into a third world economic performance 3 October 15, 2014 We have to do be+er for less Successful businesses will be those that can LEARN be@er and faster TOGETHER than their interna<onal compe<tors © Dan Deakin

4. Crea<ng sustainable innova<ve infrastructure business models requires the purposeful holis<c and collabora<ve design of Crea<ng sustainable innova<ve infrastructure business models requires the purposeful infrastructure holis<c design systems. of infrastructure systems. To do this effec<vely and efficiently needs an apprecia<on for the inherent interdependency between infrastructure systems and the complex and dynamic socio-‐cultural, poli<cal, environmental and economic systems in which they sit. It requires an open-‐systems view and recogni<on of the changing needs these wider contexts place on the infrastructure systems over their long lives. It requires a move away from the view of infrastructure as a set of sta<c disconnected assets. Learning Together

5. ‘Our compartmentalised, piecemeal, disjointed learning is deeply, dras<cally inadequate to grasp reali<es and problems which are ever more global, transna<onal, mul<-‐dimensional, transversal, poly-‐disciplinary and planetary..’ Edgar Morin French philosopher and sociologist Born 1921

6. 6 Competence in the world Knowledge skills & understanding Learning power values aFtudes & disposiGons IdenGty story, desire, moGvaGon, relaGonships, purpose Deakin Crick, R. (2012). Student Engagement: Iden<ty, Learning Power and Enquiry -‐ a complex systems approach, in: Christenson, S., Reschly, A. & Wylie, C. (eds.) The Handbook of Research on Student Engagement New York: Springer Prac<cal Proposi<onal Presenta<onal Experien<al Public Personal

7. A system that depends on external control is not sustainable

8. To be sustainable a person, team or organisa<on needs to be cri<cally self-‐aware and to take responsibility for its own purpose, learning and performance

9. Learning Power Dimensions Mindful Agency Unaware, passive Hope and Op<mism Stuck and sta<c Sense-‐making Data accumula<on Crea<vity Rule bound Curiosity Passive Collabora<on Independent or Dependent Belonging Isolated, split off, lonely. Openness to learning Closed & bri@le or fragile Learning Together & dependent

10. Learning Together RMSEA=.035. Deakin Crick, Huang, Ahmed-‐ Shafi & Goldspink (2014) Developing Resilient Agency in Learning, Bri<sh Journal of Educa<onal Studies, under review,

11. Learning Together Rapid Visual Feedback to S<mulate Self-‐Directed Change cic.uts.edu.au A framework for a coaching conversa<on that moves between purpose and performance

12. ORIENTATION TOWARDS RISK AND CHALLENGE Learning Together cic.uts.edu.au

13. Fragile, dependent, bri@le. Closed Passive Fragile & dependent Fragmented data Lacking inter and intra-‐ personal awareness Isolated Rule bound ‘Done to’ A-‐cri<cal Learning Together Recep<ve to learning and change Resilient Hopeful Curious Crea<ve Strategic Purposeful Collabora<ve Persistent Aware Sense making Connec<ng data Deakin Crick et al (2012; 2008; 2013; 2004)

14. Not Interested Receptive Engaged R Push Experiences Pull Opportunities Life Events Staying Put Considering Switched Learning Together Customer Learning Power Customer Behavioural Dynamics Publicity Word of Mouth Learning Pull Experiential Learning Switching Experience R Follow the Herd Multiple Switches R

16. Systems Architec<ng First, understand the situa<on. Then diagnose what’s wrong with it and what you want to improve. Then understand and align all the different stakeholder purposes, interests and concerns. Agree “what good looks like” and establish a shared vision and measures of effec<veness for a solu<on. Then define the solu<on, the rela<onship between parts and purpose, and the checks required to ensure the purpose is achieved in a changing world. S<lli@o, H. (2014) Architec<ng Systems: concepts, principles and prac<ces, College Publica<ons Systems Series, Farnham, UK Learning Together

17. Iden<fying Purpose context & measurement Designing Business Process Architecture Learning Together Crea<ng Func<onal Defini<on Genera<ng Logical Design Describing Physical Product or organisa<on Decisioning Road Map Purposing Engaging learning power Re-‐structuring knowledge Performing Systems Architec<ng steps which map the territory for developing future infrastructures as projects and workstreams Human psycho-‐social learning processes which enable Agents to make the journey

20. How can we scaffold and make visible these learning processes so that we create: Greater stakeholder value Through collabora<ve knowledge genera<on More quickly Through pro-‐ac<ve reflec<on on process and rapid feedback (double loop learning) Sustainably Through establishing design principles to transfer and repeat success Learning Together

21. Building blocks of a Virtual Infrastructures Collaboratory NIC Data Hub Coordinating Maps (of the system, problem, and strategies) Infrastructu re Context Collective Sensemaking Coordinating Maps Coordinating (of the system, problem, and strategies) Maps & Architectures (of the system, problem, purpose & strategies) Human+Machine Analytics Infrastructure Contexts

22. 1. Build a picture of the “problem system” and what is known about solu<ons Coordinating Maps & Architectures (of the system, problem, purpose & strategies)

23. Examples of coordina<ng Maps to guide a systemic improvement community A map of the “Challenge Space” for student mathema<cs http://www.carnegiefoundation.org/elibrary/getting-ideas-action-building-networked- improvement-communities-in-education A “Driver Diagram” summarising what is known about Produc<ve Persistence in mathema<cs http://www.carnegiealphalabs.org/persistence/

24. Shared Conceptual Maps as Naviga<onal Aid? People / Organizations / Projects / Claims / Evidence Learning Together

25. Shared Conceptual Maps as Knowledge Structuring Tool? People / Organizations / Projects / Claims / Evidence Evidence Hub for Research by Children & Young People: http://rcyp.evidence-hub.net

26. 2. Coordinate to test solu<ons in different contexts in Infrastructure contexts Coordinating Maps & Architectures (of the system, problem, purpose & strategies ICIF learning cIoCnItFe lxeta rning conteIxCtI F prototyping contexts

27. 3. Pool the Data (quan<ta<ve, qualita<ve and narra<ve and experien<al) Data & Evidence Hub Coordinating Maps & Architectures (of the system, problem, purpose & strategies ICIF protofyping contextconte xt ICIF Protoyping ICIF contextscont Prototyping ext contexts

31. Using big data analytics, we can make massive amounts of diverse ICIF—and external—content discoverable. Mentorship opportunities Optimized networking and idea sharing Enhanced peer connections Personalized recommendations

32. An evidence hub shows who is working on which parts of the problem evidence-‐hub.net People / Organizations / Projects / Claims / Evidence Evidence Hub for Research by Children & Young People: http://rcyp.evidence-hub.net

33. 4. Analyse the data Data & Evidence Hub Human + Machine Analytics Coordinating Maps & Architectures (of the system, problem, purpose & strategies UTS learning cUonTtSe lxeta rning cUoTnSte lxeta rning context

34. learning surveys generate data for rapid feedback at mul<-‐levels cic.uts.edu.au Policy Leaders Directors Leaders Employees • For system wide analysis, research and learning • For organisa<onal leadership decision-‐making • For leaders to respond more accurately to the needs of their teams • For employee users to support personal change

35. Surveys for Open Learning Analy<cs cic.uts.edu.au An integrated pla6orm for systemic improvement Surveys for Open Learning Analy<cs (SOLA ) Plaoorm hos<ng apps to support self-‐directed change DATA WAREHOUSING FOR SYSTEM WIDE RESEARCH LEGACY SYSTEMS BLACKBOARD HIERARCHICAL PROCESS MODELLING KNOWLEDGE STRUCTURING TOOLS SOCIAL LEARNING ENVIRONMENTS

36. 5. interpret, narrate, debate the meaning Data & Evidence Hub Collective Sensemaking Coordinating Maps & Architectures (of the system, problem, purpose & strategies Human + Machine Analytics UTS learning cUonTtSe lxeta rning cUoTnSte lxeta rning context

37. 6. Share Insights in Hub, update your maps, and repeat… Data & Evidence Hub Collective Sensemaking Coordinating Maps Coordinating Maps & (of the system, problem, and strategies) Architectures (of the system, problem, purpose & strategies Human + Machine Analytics UTS learning cUonTtSe lxeta rning cUoTnSte lxeta rning context

38. Evidence Hub: indexing stories + evidence Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net A wizard guides the user through the submission of a structured story: • What’s the Issue? • What claim are you making/ addressing? • What kind of evidence supports/challenges this? • Link it to papers/data • Index it against the NIC’s core themes

39. …which generates a knowledge tree http://learningemergence.net/2013/07/17/deed-elli-ai-ci-systemic-school-learning Issue Potential Solution Supporting Evidence (practitioner story)

40. 40 • to create and make visible mul<ple of data from all related processes on any given project capable of genuine collabora<on across business channels, disciplines and domains and capable of engaging profitably with complexity and uncertainty approaches which integrate viewpoints, data sources, big pictures and details

41. which navigate from shared to novel outcomes and generate wider stakeholder value and through which to connect purpose with performance

42. Learning Together 42 IdenGfying stakeholder October 15, 2014 purpose GeneraGng learning power Knowledge structuring EvaluaGng performance Ascertain the fundamental structures, pa@erns and rules in the complex problem space Establish purpose and context of proposed interven<on/prototype Establish fundamental structures, pa@erns and rules that provide coherence in the solu<on. Define measurement model. Evaluate the prototype interven<on against its purpose using bespoke measurement model derived from purpose-‐ and improve (aser S<lle@o) DECLARA social learning plaoorm – used interna<onally to link people, projects, ideas and know how F2F collabora<on across ICIF and with Industry Partner projects aimed at making learning visible Tools to s<mulate different changes in approaches learning and thinking for individuals and teams at all journey stages. App Store based on Rapid AnalyGcs PlaOorm to feedback data from tools in real <me to s<mulate paradigm change in individuals and teams. Hierarchical process modelling; Systems dynamic modelling; Agent Based Modelling; Value Management Tools; Evidence Hub for collabora<ve argumenta<on and more….. Internal and external content on systems thinking in infrastructure interdependency design and development: academic and professional papers, videos, podcasts etc curated and searchable. Recommenda<on engines tuned to the next best ac<on for s<mula<ng learning for complexity and the unknown. In f2f contexts this is coaching. Cura<ng, archiving and analysing data from across projects for system wide learning and development Itera<ve Journey Map Collabora<on / Story line Diagnos<c tools Knowledge structuring tools Knowledge base Next Best Ac<on Messaging Data warehouse Iden<fying Stakeholder Purpose Genera<ng Learning Power Knowledge Structuring Evalua<ng Performance

43. IdenGfying stakeholder purpose GeneraGng learning power Knowledge structuring EvaluaGng performance Ascertain the fundamental structures, pa@erns and rules in the complex problem space Establish purpose and context of proposed interven<on/prototype Establish fundamental structures, pa@erns and rules that provide coherence in the solu<on. Define measurement model. Evaluate the prototype interven<on against its purpose using bespoke measurement model derived from purpose-‐ and improve (aser S<lle@o) DECLARA social learning plaoorm – used interna<onally to link people, projects, ideas and know how F2F collabora<on across ICIF and with Industry Partner projects aimed at making learning visible Tools to s<mulate different changes in approaches learning and thinking for individuals and teams at all journey stages. App Store based on Rapid AnalyGcs PlaOorm to feedback data from tools in real <me to s<mulate paradigm change in individuals and teams. Hierarchical process modelling; Systems dynamic modelling; Agent Based Modelling; Value Management Tools; Evidence Hub for collabora<ve argumenta<on and more….. Internal and external content on systems thinking in infrastructure interdependency design and development: academic and professional papers, videos, podcasts etc curated and searchable. Recommenda<on engines tuned to the next best ac<on for s<mula<ng learning for complexity and the unknown. In f2f contexts this is coaching. Cura<ng, archiving and analysing data from across projects for system wide learning and development Itera<ve Journey Map Collabora<on Story line Diagnos<c tools Knowledge structuring tools Knowledge base Next Best Ac<on Messaging Data warehouse

44. Opportunities to optimise this system? NIC Data Hub Coordinating Maps (of the system, problem, and strategies) Infrastructu re Context Collaborative learning and Sensemaking Coordinating Maps Coordinating Maps for Learning Journeys (of the system, problem, and strategies) (of the system, problem, and strategies) Human+Machine Analytics Infrastructure Contexts Opportunities to collaborate?

45. Learning Together Thank You

SMART Seminar Series: Learning Journeys – Making learning visible in developing infrastructure futures

Du liest eine Vorschau.

Hier ansehen

SMART Seminar Series: Learning Journeys – Making learning visible in developing infrastructure futures

Weitere Verwandte Inhalte

Diashows für Sie (19)

Andere mochten auch (20)

Ähnlich wie SMART Seminar Series: Learning Journeys – Making learning visible in developing infrastructure futures (20)

Weitere von SMART Infrastructure Facility (20)

Aktuellste (20)