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Knowledge in a Learning Universe

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Knowledge in a Learning Universe

  1. 1. Knowledge in a Learning Universe Collaborative, Recursive, Digital Created by M. Freeman, PhD October, 2008
  2. 2. Complex Systems: Theory & Metaphor <ul><li>Co-evolution of dynamical systems theory (arose out of communications theory during WWII) and digital technology </li></ul><ul><li>Recursive with thinking in social theories of </li></ul><ul><ul><ul><ul><li>Mind, self and society (Mead, Dewey, James) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Sociology of knowledge (Mannheim) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Mind and culture (Vygotsky) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Literary criticism (Bakhtin) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>History (Braudel) </li></ul></ul></ul></ul>
  3. 3. Images/Metaphors
  4. 4. Major Concepts <ul><ul><li>Interdependence of all phenomena </li></ul></ul><ul><ul><li>Non-linear change </li></ul></ul><ul><ul><li>Small changes can have unpredictably large consequences </li></ul></ul>
  5. 5. Non-linear change
  6. 6. Complex Systems <ul><li>Composed of agents (the whole greater than sum of parts) </li></ul><ul><li>Communicating with one another </li></ul><ul><li>Capacity to recognize “tags” </li></ul><ul><ul><ul><li>Shared qualities – Memories – Ideas </li></ul></ul></ul><ul><ul><ul><li>Values – Appearance – Codes - Gestures </li></ul></ul></ul><ul><ul><ul><li>Fluttering of wings – Smell – Sound waves </li></ul></ul></ul>
  7. 7. Communicate
  8. 8. Complex Systems <ul><li>Collaborative </li></ul><ul><li>Recursive (repeating patterns that repeat and repeat, but always new and different) across scales of aggregation </li></ul><ul><li>Digital </li></ul>
  9. 9. Complex Systems <ul><li>Adapt </li></ul><ul><li>Learn </li></ul><ul><li>Co-evolve with their environment </li></ul>
  10. 10. Repeating Patterns <ul><li>Systems engineering interest in environments that nurture emergence </li></ul><ul><li>Process Organizational Studies analyzes how and what contributes to activities and transactions (from process metaphysics) </li></ul><ul><li>Project-based and dialogical pedagogies honor student participation and contributions to knowledge construction </li></ul>
  11. 11. Repeating Patterns of Digital Media Collaborate-Participate-Produce <ul><li>Blogs as citizen Journalism </li></ul><ul><li>YouTube </li></ul><ul><li>Social networking– Facebook, MySpace </li></ul><ul><li>Storytelling/publishing sites </li></ul><ul><li>Virtual lives/ Simulations </li></ul><ul><li>Distance/Online Learning </li></ul><ul><li>Others…….. </li></ul>
  12. 12. Jigsaw Activity <ul><li>Small teams read components of two excerpts: </li></ul><ul><ul><li>“ Putting Complex Systems to Work” by Abbott </li></ul></ul><ul><ul><li>“ Announcement of first International Symposium on Process Org Studies” </li></ul></ul><ul><li>Teams create presentation to class </li></ul><ul><ul><li>Describe characteristic of environment/how it relates to “process” </li></ul></ul><ul><ul><li>What is emerging within your profession/work/society of most interest/concern to you? </li></ul></ul><ul><ul><li>-How do characteristics relate to what you want to learn? </li></ul></ul><ul><li>Each member of team present </li></ul>
  13. 13. PBL Best Practices Teacher is Guide on Side Rather than Sage on Stage <ul><li>1 Student centeredness integrated with all elements of lesson </li></ul><ul><li>2 Projects are in-depth and extended over time </li></ul><ul><li>3 Collaborative and independent for creating and sharing </li></ul><ul><li>4 Address real world problems of direct interest to community </li></ul><ul><li>5 Students select criteria for assessment of their work </li></ul><ul><li>6 Students and teachers learn together </li></ul>
  14. 14. Jigsaw Activity Revisited <ul><li>Remain in teams </li></ul><ul><li>Consider Environment characteristic(s) and “process” in light of Best Practices for Project-based learning </li></ul><ul><li> -What do the “processes” have in common? </li></ul><ul><ul><li>How can you adapt them to your work? </li></ul></ul><ul><ul><li>Relate to background readings if you wish (Murray, & Informal-Formal Learning) </li></ul></ul><ul><li>Discuss in your group –then whole class discuss </li></ul>Created by M. Freeman, PhD October, 2008
  15. 15. References <ul><li>Braudel, Ferdinand (1994). In John Lechte, Fifty Key Contemporary Thinkers: From Structuralism to Postmodernity . New York: Routledge </li></ul><ul><li>Dewey, John (1929). Experience and Nature. New York, W.W. Norton & Co. </li></ul><ul><li>Mannheim, Karl, (1936). Ideology and Utopia . New York: Harvest Books, Harcourt, Brace & World </li></ul><ul><li>Morris, Charles W. (Ed.). (1972). Mind, Self & Society from the Standpoint of a Social Behaviorist: Works of George Herbert Mead Volume 1 . Chicago: The University of Chicago Press </li></ul><ul><li>Morson, Gary Saul and Emerson, Caryl (1990). Mikhail Bakhtin: Creation of a Prosaics . Stanford, CA., Stanford University Press </li></ul><ul><li>Vygotsky, L.S. (1962). Thought and Language , Edited and translated by Eugenia Hanfamann and Gertrude Vakar. Cambridge, Massachusetts: The MIT Press </li></ul><ul><li>Created by M. Freeman, PhD </li></ul><ul><li>October, 2008 </li></ul>
  16. 16. All uses of this material must receive permission from Molly Freeman, PhD [email_address] Copyright October 2008 Molly Freeman

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