WMJ&GMBwosc08-Effective Learning & Production Via Modelling


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How to analyse a project venture and How to use a better universal modelling notation technology (j-Maps, CONTEXT+(tm) )for software and system development, troubleshooting and translation to other computer and or natural languages

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WMJ&GMBwosc08-Effective Learning & Production Via Modelling

  1. 1. Effective Learning & Application production, through Formal Modelling, & Why? What? How? conversations By Gary Boyd & Wojciech Jaworski , Concordia University Montreal, Canada , For WOSC 08 Wroclaw Poland 1
  2. 2. Who We are & what we wish to share TWO PROFESSORS AT CONCORDIA UNIVERSITY; Gary Boyd – Educational Technology – techniques for teaching Educational Cybernetic Systems R&D & Management . < [email_address] > <http://alcor.concordia.ca/boydg/drboyd.html> Wojciech Jaworski – Computer Science – teaching complex software and applications development methodology [Context+™] [email_address] < http:// www.freestraintdesign.com/gsinc   >
  3. 3. Course Design And Research Why? What ? How? Conversations . COURSE DESIGN -8 Key classes of variables 2 / Context+Maps
  4. 4. Three Learning-Conversations <ul><li>Why ? are we learning these techniques and tools now? </li></ul><ul><li>What ? are the processes involved here, now ? </li></ul><ul><li>HOW ? can we learn these better together? </li></ul><ul><li>[Boyd (2004) “Conversation Theory” and Harri-Augstein S. & Thomas ,L. (1991) Learning Conversations . London, Routledge.] </li></ul>
  5. 5. The Why? conversation <ul><li>What are the Aspirations & Expectations & anxieties and time commitments of the participants? </li></ul><ul><li>How we can actually collaboratively handle all by using these systemic modelling techniques and tools. </li></ul><ul><li>Why study these processes in this order? (alternating top-down & bottom-up) </li></ul>
  6. 6. The HOW-TO LEARN/BUILD, CONVERSATION <ul><li>Start with stories about what is seen as a problem in a focal system. </li></ul><ul><li>GO through the Basic Cybersystemic modelling questions (see next slides). </li></ul><ul><li>Sketch a processes-relationship with the context systems graph –discuss opportunities & constraints. </li></ul><ul><li>Sketch a schema for the processes , conditions, actions and objects in the focal system- discuss </li></ul><ul><li>Choose the model- type or types needed ? (automata, Game, Dynamic system,?) </li></ul>
  7. 7. CYBERSYSTEMIC MODELLING INITIAL PHASES <ul><li>PHASE1:- From source systems identify (space, time, goals) FOCAL system ? </li></ul><ul><li>Phase2.Map relations/loops between context systems and focal system? </li></ul><ul><li>Phase 3 Model Focal system as an heterarchy of ? games and production systems? </li></ul>
  8. 8. e.g. Phase 2 Context system Questions <ul><li>Q1 – What are the main good (control Variety) and BAD (disturbance Variety) inputs your F/S gets from context systems? </li></ul><ul><li>Q2 What are your F/S main Good and Bad outputs to context systems? </li></ul><ul><li>Q3 What Feedback (-&+) loops from your outputs back to your inputs exist in the context systems? </li></ul><ul><li>What are the time delays and attenuations in each loop? </li></ul>
  9. 9. Similar modelling questions are used to construct the schemas for all subsequent modelling phases. The Central Question is how can control variety be made to exceed disturbance Variety?
  10. 10. Formalize & Computerize <ul><li>Choose the most appropriate formal representation(s) ? </li></ul><ul><li>A game-drama storyboard? </li></ul><ul><li>the Dynamic Stack & Flow system notation (of Stella™, Dynamo™ etc.) </li></ul><ul><li>or </li></ul><ul><li>Put the schemas in Context+™ Maps (Jaworski et al.) & convert to Java etc. </li></ul>
  11. 11. Modelling with n-dimensional directed graphs <ul><li>Relationships </li></ul><ul><li>graph“Edges” </li></ul><ul><li>Shown through crossbar-switch type graphic display </li></ul><ul><li>Or through LHS of j-Maps </li></ul>PROCESSES Conditions & OBJECTS Shown as nodes, or {sets} and subsets in the RHS of j-Maps
  12. 12. Representing directed graphs by j-notation
  13. 13. Map –graph relationships
  14. 14. joined map schema partial schema partial schema
  15. 15. Map and generated graph
  16. 16. Business Concepts Relations
  17. 17. Business concepts and relations context+ generated graph
  18. 18. Knowledge-hub for Evaluation of Business Practices
  19. 19. Context+ options menu
  20. 20. Challenges we have found:- <ul><li>Surface-learning aims –e.g. mash-up existing stuff to make X look good. </li></ul><ul><li>Mere tool-options mastery focus </li></ul><ul><li>Context ignore-ance </li></ul><ul><li>LACK of Heterarchical Dynamic Process schema conceptualisation </li></ul><ul><li>How to merge/join knowledge from different sources? </li></ul><ul><li>Ad-hoc myopic granularity focus </li></ul><ul><li>Too little Quality-Attention-Time </li></ul>
  21. 21. BASIC Questions <ul><li>How much value do the stakeholders place on this work? </li></ul><ul><li>What level of causal validity and reliability and fidelity of model/simulation/application performance is therefore justified? </li></ul><ul><li>Are the available people and tools capable of achieving this in time? </li></ul>
  22. 22. References <ul><li>Jaworski, W.M. J. (2008) Context+ Resources < www.freestraintdesign.com/gsinc   </li></ul><ul><li> </li></ul><ul><li>Boyd, G. M.(2004) “ Conversation Theory” chap.8, pp. 170-197 in Jonassen, D. H. (Ed.) Handbook of Research for Educational Communications and Technology, 2nd Edn. Mahwah, NJ: Lawrence Erlbaum Associates. </li></ul>