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Systemic Design as an Explanation of
Powerful Learning Experience
Gordon Rowland
Ithaca College
2
Instructional Development Models
3
Powerful Learning Experience
A learning experience that stands out in memory because of
its high quality, impact on one’s thoughts and actions over
time, and transfer to a wide range of contexts and
circumstances
4
Themes
• active learning in authentic settings
• relationship with other(s)
• reflection in and on action
• unique combinations and individual outcomes
5
Links to theory
• social constructivism
• transformative learning
• complexity
6
Sea Education Association
• Sea Semester: Marine
Biodiversity and Conservation
• interviews before and after
• participant observation on
voyage
• reflective journal, member
check, peer debrief
7
Themes
• Setting – uniqueness, authenticity, strength
of culture
• People – shared fascination, openness,
helping relationships
• Processes – sustained focus on learning,
intense engagement
• Outcomes – individual outcomes
8
Approach
• hands-on learning by doing
• authentic situations and tasks
• primarily movement from concrete to abstract
• logical progression of expectations and standards
• embrace of uncertainty and error as learning opportunities
• continuous monitoring and adaptation
• inquiry-based processes of self-monitoring and questioning
• social processes of learning from and with others
• individualization and flexibility to different communication and learning styles
9
Student states and instructor responses
Student Instructor
1. Attraction (want to do it but don’t know how),
enthusiasm, uncertainty
Demonstration & information (spoken, referral to
sources)
2. Initial attempt(s), partial success, error(s) Encouragement & correction, confidence (certainty
they can do it)
3. Contribution, success Praise & pointers for practice
4. Competence, accomplishment Confirmation (I knew you could do it)
5. Habit (habitual action), pride Silence, shared pride
10
Interpretations
social constructivism
complexity
design
systemic design
11
Systemic design as epistemology … toward a theory of powerful
learning? Sample questions:
• What if we thought of interactions in learning systems as design actions of
people acting as their own and each others’ client?
• What if teachers were prepared to foster complexification by defining and
imposing productive constraints?
• What if we sought Goldilocks conditions for learning informed by the law of
requisite variety (Ashby) and the heuristic of overconceptualization and
underspecification (Weick)?
• What if we thought of learning systems as means to consciously evolve
(Banathy)?
12
Thank you. Thoughts? Questions?

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Gordon Rowland: Systemic Design as an Explanation of Powerful Learning Experience

  • 1. Systemic Design as an Explanation of Powerful Learning Experience Gordon Rowland Ithaca College
  • 3. 3 Powerful Learning Experience A learning experience that stands out in memory because of its high quality, impact on one’s thoughts and actions over time, and transfer to a wide range of contexts and circumstances
  • 4. 4 Themes • active learning in authentic settings • relationship with other(s) • reflection in and on action • unique combinations and individual outcomes
  • 5. 5 Links to theory • social constructivism • transformative learning • complexity
  • 6. 6 Sea Education Association • Sea Semester: Marine Biodiversity and Conservation • interviews before and after • participant observation on voyage • reflective journal, member check, peer debrief
  • 7. 7 Themes • Setting – uniqueness, authenticity, strength of culture • People – shared fascination, openness, helping relationships • Processes – sustained focus on learning, intense engagement • Outcomes – individual outcomes
  • 8. 8 Approach • hands-on learning by doing • authentic situations and tasks • primarily movement from concrete to abstract • logical progression of expectations and standards • embrace of uncertainty and error as learning opportunities • continuous monitoring and adaptation • inquiry-based processes of self-monitoring and questioning • social processes of learning from and with others • individualization and flexibility to different communication and learning styles
  • 9. 9 Student states and instructor responses Student Instructor 1. Attraction (want to do it but don’t know how), enthusiasm, uncertainty Demonstration & information (spoken, referral to sources) 2. Initial attempt(s), partial success, error(s) Encouragement & correction, confidence (certainty they can do it) 3. Contribution, success Praise & pointers for practice 4. Competence, accomplishment Confirmation (I knew you could do it) 5. Habit (habitual action), pride Silence, shared pride
  • 11. 11 Systemic design as epistemology … toward a theory of powerful learning? Sample questions: • What if we thought of interactions in learning systems as design actions of people acting as their own and each others’ client? • What if teachers were prepared to foster complexification by defining and imposing productive constraints? • What if we sought Goldilocks conditions for learning informed by the law of requisite variety (Ashby) and the heuristic of overconceptualization and underspecification (Weick)? • What if we thought of learning systems as means to consciously evolve (Banathy)?