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

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

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

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

‘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
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

A
system
that
depends
on
external
control
is
not
sustainable

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

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

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,

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

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

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)

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

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

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

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

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

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

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/

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

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

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

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

Next
best
ac<on
messaging
tuned
to
learning
and
knowledge
structuring
PERSONALIZED DASHBOARD | RECOMMENDS RELEVANT INFO
Learning
Together
© 2014 DECLARA INC. 29

SEARCH | EASY TO USE, IMMEDIATELY INTELLIGENT
Learning
Together
© 2014 DECLARA INC. 30
Intelligent
collaboration

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

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

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

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

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

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
context

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
context

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

…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
• 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

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

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

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

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?

Learning
Together
Thank
You

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

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