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RSD5 Curriculum Making for Trito Learning

David Ing and Susu Nousala: Curriculum Making for Trito Learning: Wayfaring into a meshwork of systems thinking

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© 2016 David Ing + Susu Nousala
Curriculum Making for
Trito Learning:
Wayfaring along a meshwork
of systems thinking
David Ing + Susu Nousala
October 16, 2016
RSD5: Relating Systems Thinking & Design
October 2016Curriculum Making for Trito Learning 2© 2016 David Ing + Susu Nousala
1. ST in Aalto CS 2010-2016
2. Trito Learning
3. Curriculum-making
Agenda
October 2016Curriculum Making for Trito Learning 3© 2016 David Ing + Susu Nousala
The Master’s Programme in Creative Sustainability
started in fall 2010 at the merger of 3 universities
RE-THINKING ARCHITECTURE,
BUSINESS, DESIGN,
LANDSCAPE PLANNING,
REAL ESTATE and
URBAN PLANNING
120 credits Master’s in
Creative Sustainability
6 to 10
credits
compulsory
32 credits
compulsory
M.A. in Design
(from legacy Taik)
48 credits
compulsory
M.Sc. in Business
(from legacy HSE)
50 credits
compulsory
M.Sc. In Engineering
(either in architectural building design
or in urban planning and design)
(from legacy TKK)
40 credits
compulsory
M.Sc. in Real Estate
(from legacy TKK)
October 2016Curriculum Making for Trito Learning 4© 2016 David Ing + Susu Nousala
Two systems thinking courses launched in 2010-2011
October 2016Curriculum Making for Trito Learning 5© 2016 David Ing + Susu Nousala
CS0004 (2010) + CS0005 (2011) materials are online
October 2016Curriculum Making for Trito Learning 6© 2016 David Ing + Susu Nousala
By 2015-2016, the structure of the curriculum had matured
1.
Creative
Teamwork
2.
Creating the
Mindset of
Sustainable
Societies
3.
Systems
Thinking
1
4.
Systems
Thinking
2
5.
Continuous
Trans-
formation
Tiina Laurila (2015). Creative Sustainability – monialaisuutta hyödyntävä lähestymistapa kestävän kehityksen opetukseen. UAS Journal, 5(1). Retrieved
from https://arkisto.uasjournal.fi/uasjournal_2015-1/laurila.html

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RSD5 Curriculum Making for Trito Learning

  • 1. © 2016 David Ing + Susu Nousala Curriculum Making for Trito Learning: Wayfaring along a meshwork of systems thinking David Ing + Susu Nousala October 16, 2016 RSD5: Relating Systems Thinking & Design
  • 2. October 2016Curriculum Making for Trito Learning 2© 2016 David Ing + Susu Nousala 1. ST in Aalto CS 2010-2016 2. Trito Learning 3. Curriculum-making Agenda
  • 3. October 2016Curriculum Making for Trito Learning 3© 2016 David Ing + Susu Nousala The Master’s Programme in Creative Sustainability started in fall 2010 at the merger of 3 universities RE-THINKING ARCHITECTURE, BUSINESS, DESIGN, LANDSCAPE PLANNING, REAL ESTATE and URBAN PLANNING 120 credits Master’s in Creative Sustainability 6 to 10 credits compulsory 32 credits compulsory M.A. in Design (from legacy Taik) 48 credits compulsory M.Sc. in Business (from legacy HSE) 50 credits compulsory M.Sc. In Engineering (either in architectural building design or in urban planning and design) (from legacy TKK) 40 credits compulsory M.Sc. in Real Estate (from legacy TKK)
  • 4. October 2016Curriculum Making for Trito Learning 4© 2016 David Ing + Susu Nousala Two systems thinking courses launched in 2010-2011
  • 5. October 2016Curriculum Making for Trito Learning 5© 2016 David Ing + Susu Nousala CS0004 (2010) + CS0005 (2011) materials are online
  • 6. October 2016Curriculum Making for Trito Learning 6© 2016 David Ing + Susu Nousala By 2015-2016, the structure of the curriculum had matured 1. Creative Teamwork 2. Creating the Mindset of Sustainable Societies 3. Systems Thinking 1 4. Systems Thinking 2 5. Continuous Trans- formation Tiina Laurila (2015). Creative Sustainability – monialaisuutta hyödyntävä lähestymistapa kestävän kehityksen opetukseen. UAS Journal, 5(1). Retrieved from https://arkisto.uasjournal.fi/uasjournal_2015-1/laurila.html
  • 7. October 2016Curriculum Making for Trito Learning 7© 2016 David Ing + Susu Nousala Systems Thinking 2 MUO-E8004 (February 2016) is online
  • 8. October 2016Curriculum Making for Trito Learning 8© 2016 David Ing + Susu Nousala Student teams prepared 3 weeks to lead 8 dialectics in 6 days
  • 9. October 2016Curriculum Making for Trito Learning 9© 2016 David Ing + Susu Nousala Concluding infographics of resonances were created in 72 hours
  • 10. October 2016Curriculum Making for Trito Learning 10© 2016 David Ing + Susu Nousala Agenda 1. ST in Aalto CS 2010-2016 2. Trito Learning 3. Curriculum-making
  • 11. October 2016Curriculum Making for Trito Learning 11© 2016 David Ing + Susu Nousala With known knowns in science eroding by systemic world changes, collective learning on why, how + when-where-whom gains value Known Unknowns All the things you know you don't know Unknown Unknowns All the things you don't know you don't know Errors All the things you think you know but don't Unknown Knowns All the things you don't know you know Taboos Dangerous, polluting or forbidden knowledge Denials All the things too painful to know, so you don't Colloquial description: Learning why Learning how Learning when, learning where, learning whom Pursuits: Uncovering universal truths Instrumental rationality towards a conscious goal Values in practice based on judgement and experience Primary intellectual virtue: Episteme Techne Phronesis Translation / interpretation: Science (viz. epistemology) Craft (viz. technique) Prudence, common sense Type of virtue: Analytic scientific knowledge Technical knowledge Practical ethics Orientation: Research Production Action Nature: Universal Pragmatic Pragmatic Invariable (in time and space) Variable (in time and space) Variable (in time and space) Context- independent Context-dependent Context-dependent [1] Ing, David, Minna Takala, and Ian Simmonds. 2003. “Anticipating Organizational Competences for Development through the Disclosing of Ignorance.” In Proceedings of the 47th Annual Meeting of the International Society for the System Sciences. Hersonissos, Crete. http://systemicbusiness.org/pubs/2003_ISSS_47th_Ing_Takala_Simmonds.html [2] Ing, David. 2013. “Rethinking Systems Thinking: Learning and Coevolving with the World.” Systems Research and Behavioral Science 30 (5): 527–47. doi:10.1002/sres.2229.
  • 12. October 2016Curriculum Making for Trito Learning 12© 2016 David Ing + Susu Nousala Trito Learning rolls with turbulent contexts by negotiating in worlds where proto-learning and deutero-learning break down Process discriminating context change over time Example / metaphor (groups learn to cook) Trito- learning (Learning 3) Change in response correcting for contexts (i.e. systems of sets of alternatives) Competing on tv cooking challenges as teams and individuals (e.g. Hell's Kitchen) Deutero- learning (Learning 2) Change in response correcting the set of alternatives Mastering a range of food prep traditions (e.g. Culinary Institute of America) Proto- learning (Learning 1) Change in response correcting errors within a set of alternatives Training on food service handling for consistency and safety (e.g. cafeteria kitchens) Proto-learning, deutero-learning and trito-learning are described in Bateson, Gregory. 1972. “The Logical Categories of Learning and Communication.” In Steps to an Ecology of Mind, 279–308. Northvale, NJ: Jason Aronson. http://books.google.ca/books?id=Wfe2t_qzaHEC&pg=PA279.
  • 13. October 2016Curriculum Making for Trito Learning 13© 2016 David Ing + Susu Nousala To roll with the turbulence, T-shaped individuals collectively gain intelligence into T-shaped teams Customer centricity, strategic thinking, operational excellence, people engagement, leveraging ICTs, and others Many disciplines/business functions Many systems/vertical industry expertise Many cultures/geographical experiences Atleastonesystem/verticalindustryexpertise Atleastonediscipline/businessfunction Atleastonediscipline/businessfunction Boundary-Crossing Competencies DeepKnowledge ← Perspective → Observation layer Motivations Enabling factors Expected benefits Individual Empowerment Personal success Influence Self-image Learning Information variety Increased problem-solving and decision- making abilities Social entity Survival Social identity achievement Influence Consonance Trust Learning organization Relational capabilities Communication Resonance Increased know- how and survival capability From I-shaped to T-shaped knowledge, at layers of individuals and cooperating communities of practice [2] Barile, Sergio, Giacomo Franco, Giancarlo Nota, and Marialuisa Saviano. 2012. “Structure and Dynamics of a ‘T-Shaped’ Knowledge: From Individuals to Cooperating Communities of Practice.” Service Science 4 (2): 161–80. doi:10.1287/serv.1120.0014. [1] Demirkan, Haluk, and Jim Spohrer. 2015. “T-Shaped Innovators: Identifying the Right Talent to Support Service Innovation.” Research- Technology Management 58 (5): 12–15. doi:10.5437/08956308X5805007
  • 14. October 2016Curriculum Making for Trito Learning 14© 2016 David Ing + Susu Nousala Agenda 1. ST in Aalto CS 2010-2016 2. Trito Learning 3. Curriculum-making
  • 15. October 2016Curriculum Making for Trito Learning 15© 2016 David Ing + Susu Nousala Ontogenetic development from the transmission of representations → the education of attention in ecological anthropology (Tim Ingold) Cognitive science → Phenomenological, ecological, practice-theoretic Knowledge as information, human as devices for processing info → Knowledge as skills, humans aware and agency in a field of practice Enculturation → Enskilment Passing along information (e.g. writing out a recipe, from which an image in the mind forms as pattern) → Copying not other persons, but instead their actions (Merleau-Ponty) in guided rediscovery (e.g. showing someone how to crack an egg by taking their hand) Innate dispositions (i.e. speaking, climbing, throwing), then receiving informational content → Perception as the activity of a whole organism in an environment, learning as fine-tuning or sensitisation of the entire perceptual system (Gibson) Knowing as relations between structures in the world and structures in the mind → Knowing as immanent in life and consciousness of the knower as it unfolds within the field of practice (taskscape) with presence as being-in-the-world Tim Ingold. 2001. “From the Transmission of Representation to the Education of Attention.” In The Debated Mind: Evolutionary Psychology versus Ethnography, edited by Harvey Whitehouse, 113–53. New York: Berg. http://psycnet.apa.org/psycinfo/2001-01499-004.
  • 16. October 2016Curriculum Making for Trito Learning 16© 2016 David Ing + Susu Nousala Modality of travel from transport → wayfaring (Tim Ingold) Transport → Wayfaring Sailing across the surface of the globe (British) → Moving along paths of travel (Inuit) Destination-oriented, of people and goods from location to location → Development- or process-oriented, no final destination, always somewhere further to go Every port as a point of re-entry from temporary exile while in transit → Active engagement perceptually and materially, as the country opens up along the path Moves to relocate people and their baggage → Lines that wend hither and thither, pausing here and there before moving on In a maze (i.e. a multicursal puzzle with many branches, paths and dead-ends) as intentional → In a labyrinth (i.e. a unicursal puzzle with a single non- branching path) attentional in action Tim Ingold, 2006. “Up, across and along.” Place and Location: Studies in Environmental Aesthetics and Semiotics 5: 21–36. http://www.eki.ee/km/place/koht_5.htm ; Tim Ingold 2007. “Traces, Threads and Surfaces.” In Lines: A Brief History, 39–71. Routledge.
  • 17. October 2016Curriculum Making for Trito Learning 17© 2016 David Ing + Susu Nousala Interactions from network → meshwork (Tim Ingold) Network → Meshwork Network of point-to-point connections → Meshwork of trails woven as lives go along them Living within a perimeter → Living along lines (of flight, or of becoming) Point of origin to another point (contiguous or distant) → Line of becoming with neither a beginning nor an end, only a middle Impulse to reach a terminus → Impulse to keep going Text (as verbal composition) → Texture (as a tissue of lines) Tim Ingold, 2011. “Point, Line, Counterpoint: From Environment to Fluid Space.” In Being Alive: Essays on Movement, Knowledge and Description, 76–88. Routledge.
  • 18. October 2016Curriculum Making for Trito Learning 18© 2016 David Ing + Susu Nousala Enactment of education from sequencing pedagogical content → curriculum-making (Ross & Mannion) Sequencing pedagogical content → Curriculum-making Representing the world, with mental schemas → Living in the world, as dwelling in domains of entanglement Textual understandings of curriculum → A process of living and through the world Culture as socially constructed, invoking (i) a “real” nature, and (ii) a constructed representation → Immersion in a “dwelt-in” world, with active, practical and perceptual engagement Planned activity and prescribed propositional knowledge → Living as an ongoing process of improvisation, in response to relations among people, places, material and activities Shared representations of the world or experiences of the world → Shared environment of the communicators Hamish Ross and Greg Mannion. 2012. “Curriculum Making as the Enactment of Dwelling in Places.” Studies in Philosophy and Education 31 (3): 303– 13. doi:10.1007/s11217-012-9295-6.
  • 19. October 2016Curriculum Making for Trito Learning 19© 2016 David Ing + Susu Nousala Agenda 1. ST in Aalto CS 2010-2016 2. Trito Learning 3. Curriculum-making
  • 20. © 2016 David Ing + Susu Nousala Curriculum Making for Trito Learning: Wayfaring along a meshwork of systems thinking David Ing + Susu Nousala October 16, 2016 RSD5: Relating Systems Thinking & Design