Uploaded bypegasuscomm
258 views

K02-salen: Systems Thinking in Action 2011

Systems Thinking in Action®: Because Sustainable Success Doesn’t Just Happen Katie Salen will discuss how Quest to Learn, a public school in New York City, uses principles of game design and systems thinking to create an immersive learning experience. Students develop skills like strategic thinking, solving complex problems, and considering different perspectives. The emphasis is on understanding systems as a key 21st century skill. Katie Salen led the team that founded Quest to Learn based on using games and systems thinking concepts to prepare students for the future workforce.

Embed presentation

Downloaded 31 times
S y s t e m s T h i n k i n g i n A c t i o n ®: Because Sustainable Success Doesn’t Just Happen KEYNOTE DESCRIPTION Gaming the System: Design Principles for Building 21st-Century Skills Katie Salen What would it mean for our future workforce if students were to begin their investigation of a topic by asking “Can I try? Can I join in?” and demonstrate mastery by saying “Want me to show you how?” To help answer this question, Quest to Learn, a public school in New York City, uses the underlying principles of games to create a highly immersive learning experience. Games create a world in which players actively participate, use strategic thinking to make choices, solve complex problems, seek content knowledge, receive constant feedback, and consider others’ points of view. In this session, Katie Salen will discuss the design thinking behind Quest’s learning model, including the emphasis on understanding systems as a key 21st-century skill. Katie Salen is a game designer and professor in the School of Computing and Digital Media at DePaul University. She serves as the executive director of the Institute of Play, a non-profit focused on games and learning. Katie led the team that founded Quest to Learn, a public school in New York City based on game design and systems thinking concepts. She currently serves as the school's executive director of design. Copyright © 2011 by Pegasus Communications, Inc. Session slides are reproduced with permission from presenter. Back to ALL RIGHTS RESERVED. No part of this handout may be reproduced or transmitted in any form or by any means, Session electronic or mechanical, including photocopying and recording, or by any information storage or retrieval Materials system, without permission from the presenters or Pegasus Communications, Inc. HOME
Our theory: systems thinking + design + connected learning = Preparing future innovators to be breakthrough thinkers and doers. Producing young people who are empathetic, global problem solvers and leaders. Fostering collaboration between students, teachers, experts and communities. Enabling young people to tackle challenging projects and use prototyping and playtesting to create powerful, sustainable solutions.
View
video:
h+p://spark.poptech.org/innovator/ka7e‐salen/

games are dynamic systems
Big Urban Game
Gamestar Mechanic
Our theory: systems thinking + design + connected learning = Preparing future innovators to be breakthrough thinkers and doers. Producing young people who are empathetic, global problem solvers and leaders. Fostering collaboration between students, teachers, experts and communities. Enabling young people to tackle challenging projects and use prototyping and playtesting to create powerful, sustainable solutions.
? complex problem solvers
Design Process meets Systems Thinking 1 2 experience analyze empathize observe define deconstruct question map/diagram ST tools: ST tools: Ladder of inference Iceberg diagram Feature matrix Causal Loop diagram Capture and cluster Behavior-over-time graph Connection circles 3 4 theorize build ideate predict prototype model interpret modify ST tools: ST tools: Narrative scenarios Storyboards/scripts Dynamic modeling tools Paper prototypes (i.e. netlogo, Gamestar) Digital prototypes Physical prototypes 5 observe playtest analyze modify ST tools: Causal Loop diagram Connection circles Playtesting protocols
Grade 6: What is the structure of a system? !"#$%&'%"(()*(+,"'& !"#$%&'%"(-*(./'%"01//%021/& !"#$%&'%"(3*(4,5,/0% !" #$%&'(%)*+'),-(.-%'/)-0).*+&%") !" >3').*+&%)-0)*)%$%&'()3*?')+'8*9-5%34.%) !" #$%&'(%),*5),3*5@')-?'+)9('")>34%) 1" 2*,3).*+&)3*%),'+&*45)67*849'%)&3*&)/':5') &-)'*,3)-&3'+")) ,3*5@'),*5),*7%')&3')%$%&'()&-)=')45)-+) ;3*&)4&),*5)/-") -7&)-0)=*8*5,'" <" 2*,3).*+&),-5&+4=7&'%)&-)&3')%$%&'()*%)*) ;3-8'" Grade 7: What makes a system dynamic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rade 8: How can we contribute to and transform dynamic systems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
Boss Levels
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
social action projects
Minecraft club
Short Circuit
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011
K02-salen: Systems Thinking in Action 2011

More Related Content

PPTX
Presentation for end of 2011
bycmayns
 
DOC
YY
byxdquito
 
PPT
Durham inc
bynuriziawati
 
PPT
Statistics applet presentation
bydisalvom
 
PPT
Épocas Do Naruto
byInacioReal
 
PPTX
How to clean your jewelry using windex [autosaved]
byclaracrawford
 
PDF
Globaloria Overview
byGlobaloria
 
KEY
Interaction design
byfeifei2011
 
Presentation for end of 2011
bycmayns
 
YY
byxdquito
 
Durham inc
bynuriziawati
 
Statistics applet presentation
bydisalvom
 
Épocas Do Naruto
byInacioReal
 
How to clean your jewelry using windex [autosaved]
byclaracrawford
 
Globaloria Overview
byGlobaloria
 
Interaction design
byfeifei2011
 

Similar to K02-salen: Systems Thinking in Action 2011

PPTX
Design 6 - presentation ppt MYP for Schools
bycharlespimentel6
 
PPTX
Gbl technology models
bycarena
 
KEY
Cooper Union - SociaLite - Open 2011
bythe nciia
 
PDF
Tweak Your Slides: Ten Design Principles for Educators (version 3.0)
byChiara Ojeda
 
PDF
Leifer strelka moscow sides 11jul2011
byMaria Stashenko
 
PDF
26 de mayo
bydanielwongyong1
 
PDF
200710 - Project Hoshimi
byJavier Gonzalez-Sanchez
 
PPTX
Technology and gaming in education
byUniversity of Calgary
 
PDF
Steering Iterative and Incremental Delivery with Jeff Patton
byUIEpreviews
 
PDF
Valladolid20111114 mcfp
bymcfp_uc3m
 
PPTX
Gbl technology models
bycarena
 
PDF
Learning with Games
byCathie Howe
 
PDF
The Game as Design Principle
bygie2011presentations
 
PDF
Kodu curriculum doc
byWalter Agudelo Marin
 
PDF
Science CfE With A Smart Board
byMalcolm Wilson
 
PPTX
Instructional software presentation ronen cohen
byroneninio
 
PDF
Teaching the Technologies learning area using a thinking skills approach
byJason Zagami
 
PPTX
Upper Canada College Presentation
byJKT-Consulting
 
PPTX
Designing Dippler
byMart Laanpere
 
PDF
The stem innovation equation nsta
byDiana Laboy-Rush
 
Design 6 - presentation ppt MYP for Schools
bycharlespimentel6
 
Gbl technology models
bycarena
 
Cooper Union - SociaLite - Open 2011
bythe nciia
 
Tweak Your Slides: Ten Design Principles for Educators (version 3.0)
byChiara Ojeda
 
Leifer strelka moscow sides 11jul2011
byMaria Stashenko
 
26 de mayo
bydanielwongyong1
 
200710 - Project Hoshimi
byJavier Gonzalez-Sanchez
 
Technology and gaming in education
byUniversity of Calgary
 
Steering Iterative and Incremental Delivery with Jeff Patton
byUIEpreviews
 
Valladolid20111114 mcfp
bymcfp_uc3m
 
Gbl technology models
bycarena
 
Learning with Games
byCathie Howe
 
The Game as Design Principle
bygie2011presentations
 
Kodu curriculum doc
byWalter Agudelo Marin
 
Science CfE With A Smart Board
byMalcolm Wilson
 
Instructional software presentation ronen cohen
byroneninio
 
Teaching the Technologies learning area using a thinking skills approach
byJason Zagami
 
Upper Canada College Presentation
byJKT-Consulting
 
Designing Dippler
byMart Laanpere
 
The stem innovation equation nsta
byDiana Laboy-Rush
 

Recently uploaded

PDF
A Study of W. H. Auden’s September 1, 1939
bypriyarathod315
 
PDF
Power, Propaganda, and Fear: A Study of W. H. Auden’s Epitaph on a Tyrant
bypriyarathod315
 
PDF
Auden’s "In Memory of W.B. Yeats": The Role of Poetry in the Modern World
byKruti Vyas
 
PPTX
Greengnorance Toolkit Module 2 Energy saving
byKarl Donert
 
PDF
Art, Memory, and Modernity: A Study of W. H. Auden’s In Memory of W. B. Yeats
bypriyarathod315
 
PPTX
How to perform product search based on a custom field from the Website Shop p...
byCeline George
 
PPTX
13 February 2026 - Bullying in education prevalence, impact and responses acr...
byEduSkills OECD
 
PPTX
Problem and Solution (PowerPoint Game Template)
byacpaulite
 
PDF
Four Stars Of Destiny By General Manoj Mukund Naravane
byAman744562
 
PPTX
How to Set Recurring Tasks in Odoo Projects
byCeline George
 
PDF
PHARMACOLOGY 1 ( BP 404 T) Unit 1 (Cology 1)
byChetan Mali
 
PPTX
Renal Physiology- Functional anatomy of Kidney.pptx
byDisha Soriya
 
PPTX
Methods & Applications of Enzyme Immobilization Technique.pptx
byAnupkumar Sharma
 
PPTX
Plato's Insight model teaching and learning.pptx
byNikhitaDS
 
PPT
Synthesis Repertory.ppt,Repertorium Homoepathicum syntheticum
byDr Dhwanika Dhagat
 
PDF
Holm Community Heritage at St Nicholas Kirk - 2025 AGM Minutes (30.04.2025)
byAntoine Pietri
 
PPT
Card repertory , Boger card , Kishore card
byDr Dhwanika Dhagat
 
PDF
BP502T Industrial Pharmacy I (Theory) UNIT– I (Part 1)
byRushi Mandali
 
PDF
Chapter 05 Drugs Acting on the Central Nervous System: Anticonvulsant (Antiep...
bySandeshSul
 
PPTX
Types of counselling Directive, Non Directive, Eclectic Counselling
byPriya Sush
 
A Study of W. H. Auden’s September 1, 1939
bypriyarathod315
 
Power, Propaganda, and Fear: A Study of W. H. Auden’s Epitaph on a Tyrant
bypriyarathod315
 
Auden’s "In Memory of W.B. Yeats": The Role of Poetry in the Modern World
byKruti Vyas
 
Greengnorance Toolkit Module 2 Energy saving
byKarl Donert
 
Art, Memory, and Modernity: A Study of W. H. Auden’s In Memory of W. B. Yeats
bypriyarathod315
 
How to perform product search based on a custom field from the Website Shop p...
byCeline George
 
13 February 2026 - Bullying in education prevalence, impact and responses acr...
byEduSkills OECD
 
Problem and Solution (PowerPoint Game Template)
byacpaulite
 
Four Stars Of Destiny By General Manoj Mukund Naravane
byAman744562
 
How to Set Recurring Tasks in Odoo Projects
byCeline George
 
PHARMACOLOGY 1 ( BP 404 T) Unit 1 (Cology 1)
byChetan Mali
 
Renal Physiology- Functional anatomy of Kidney.pptx
byDisha Soriya
 
Methods & Applications of Enzyme Immobilization Technique.pptx
byAnupkumar Sharma
 
Plato's Insight model teaching and learning.pptx
byNikhitaDS
 
Synthesis Repertory.ppt,Repertorium Homoepathicum syntheticum
byDr Dhwanika Dhagat
 
Holm Community Heritage at St Nicholas Kirk - 2025 AGM Minutes (30.04.2025)
byAntoine Pietri
 
Card repertory , Boger card , Kishore card
byDr Dhwanika Dhagat
 
BP502T Industrial Pharmacy I (Theory) UNIT– I (Part 1)
byRushi Mandali
 
Chapter 05 Drugs Acting on the Central Nervous System: Anticonvulsant (Antiep...
bySandeshSul
 
Types of counselling Directive, Non Directive, Eclectic Counselling
byPriya Sush
 

K02-salen: Systems Thinking in Action 2011

  • 1.
    S y st e m s T h i n k i n g i n A c t i o n ®: Because Sustainable Success Doesn’t Just Happen KEYNOTE DESCRIPTION Gaming the System: Design Principles for Building 21st-Century Skills Katie Salen What would it mean for our future workforce if students were to begin their investigation of a topic by asking “Can I try? Can I join in?” and demonstrate mastery by saying “Want me to show you how?” To help answer this question, Quest to Learn, a public school in New York City, uses the underlying principles of games to create a highly immersive learning experience. Games create a world in which players actively participate, use strategic thinking to make choices, solve complex problems, seek content knowledge, receive constant feedback, and consider others’ points of view. In this session, Katie Salen will discuss the design thinking behind Quest’s learning model, including the emphasis on understanding systems as a key 21st-century skill. Katie Salen is a game designer and professor in the School of Computing and Digital Media at DePaul University. She serves as the executive director of the Institute of Play, a non-profit focused on games and learning. Katie led the team that founded Quest to Learn, a public school in New York City based on game design and systems thinking concepts. She currently serves as the school's executive director of design. Copyright © 2011 by Pegasus Communications, Inc. Session slides are reproduced with permission from presenter. Back to ALL RIGHTS RESERVED. No part of this handout may be reproduced or transmitted in any form or by any means, Session electronic or mechanical, including photocopying and recording, or by any information storage or retrieval Materials system, without permission from the presenters or Pegasus Communications, Inc. HOME
  • 2.
    Our theory: systems thinking + design + connected learning = Preparing future innovators to be breakthrough thinkers and doers. Producing young people who are empathetic, global problem solvers and leaders. Fostering collaboration between students, teachers, experts and communities. Enabling young people to tackle challenging projects and use prototyping and playtesting to create powerful, sustainable solutions.
  • 3.
  • 4.
  • 7.
  • 10.
  • 18.
    Our theory: systems thinking + design + connected learning = Preparing future innovators to be breakthrough thinkers and doers. Producing young people who are empathetic, global problem solvers and leaders. Fostering collaboration between students, teachers, experts and communities. Enabling young people to tackle challenging projects and use prototyping and playtesting to create powerful, sustainable solutions.
  • 21.
  • 25.
    Design Process meetsSystems Thinking 1 2 experience analyze empathize observe define deconstruct question map/diagram ST tools: ST tools: Ladder of inference Iceberg diagram Feature matrix Causal Loop diagram Capture and cluster Behavior-over-time graph Connection circles 3 4 theorize build ideate predict prototype model interpret modify ST tools: ST tools: Narrative scenarios Storyboards/scripts Dynamic modeling tools Paper prototypes (i.e. netlogo, Gamestar) Digital prototypes Physical prototypes 5 observe playtest analyze modify ST tools: Causal Loop diagram Connection circles Playtesting protocols
  • 27.
    Grade 6: Whatis the structure of a system? !"#$%&'%"(()*(+,"'& !"#$%&'%"(-*(./'%"01//%021/& !"#$%&'%"(3*(4,5,/0% !" #$%&'(%)*+'),-(.-%'/)-0).*+&%") !" >3').*+&%)-0)*)%$%&'()3*?')+'8*9-5%34.%) !" #$%&'(%),*5),3*5@')-?'+)9('")>34%) 1" 2*,3).*+&)3*%),'+&*45)67*849'%)&3*&)/':5') &-)'*,3)-&3'+")) ,3*5@'),*5),*7%')&3')%$%&'()&-)=')45)-+) ;3*&)4&),*5)/-") -7&)-0)=*8*5,'" <" 2*,3).*+&),-5&+4=7&'%)&-)&3')%$%&'()*%)*) ;3-8'" Grade 7: What makes a system dynamic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rade 8: How can we contribute to and transform dynamic systems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
  • 29.
  • 35.
    !"#$%&#'$()*+)*,'#-&./%'0120)34'5*$%06%.%*6%*3)%#'!"#$%&'()*#+&"$,-.()/$-' & ' 789)3%' :..0%*$)3%' !%*)80' ;-#$%0' 56%*$)<)3-$)8*'=' 01$2+&3(,+(4& <.*-)/"/*+&(-.&*=54(/-+&(& <.*-)/"/*+&(-.&*=54(/-+&3(,+(4/)7& <.*-)/"/*+&(-.&34*(#47&*=54(/-+&)1*& >?./-*-$)8*'! #*4()/$-+1/5+&(+&$-*62(78&& 3(,+*6(-.6*""*3)&4$$5&$-3*8& /-&(&+7+)*%&(+&(-&$-:$/-:& /-)*#.*5*-.*-)&3(,+(4&#*4()/$-+1/5+&/-&(& ! *9:9&3(,+*&;&*""*3)9&& >,)&/+&,-(>4*&)$&.*+3#/>*&)1*& #*/-"$#3/-:&$#&>(4(-3/-:& +7+)*%&(+&$-:$/-:&#*/-"$#3/-:&$#& 4$$5&(+&(&#*/-"$#3/-:&$#& 5#$3*++&2/)1&*""*3)+&"**./-:& >(4(-3/-:&5#$3*++*+&2/)1&*""*3)+&"**./-:& >(4(-3/-:&5#$3*++&$?*#&)/%*9& >(3@&)$&/-"4,*-3*&3(,+*+8&(-.& >(3@&)$&/-"4,*-3*&3(,+*+8&(-.&3(,+*+& 3(,+*+&5$++/>47&(""*3)/-:&*(31& 5$++/>47&(""*3)/-:&*(31&$)1*#9& $)1*#9& & @%.0%#%*$-$)8*#! A$--*3)+&*4*%*-)+&$"&(& B*5#*+*-)+&(&3/#3,4(#&3(,+(4& B*5#*+*-)+&3(,+(4&"**.>(3@& B*5#*+*-)+&3(,+(4&"**.>(3@&(%$-:&)1#**& +7+)*%8&>,)&/+&,-(>4*&)$& #*4()/$-+1/5&>*)2**-&)2$& (%$-:&)2$&$#&%$#*&*4*%*-)+& $#&%$#*&*4*%*-)+&$"&(&+7+)*%&(-.C$#& %(@*&(&34$+*.&4$$59& *4*%*-)+&$"&(&+7+)*%9& $"&(&+7+)*%&(-.C$#&3#*()*+& 3#*()*+&/-)*#3$--*3)*.&%,4)/54*&4$$5+9&& %,4)/54*&4$$5+&)1()&/44,+)#()*& B*5#*+*-)+&3(,+(4&"**.>(3@&#*4()/$-+1/5+& ./""*#*-)&/-)*#5#*)()/$-+9& (+&*/)1*#&#*/-"$#3/-:&$#&>(4(-3/-:9& B*5#*+*-)+&3(,+(4&"**.>(3@& D*+3#/>*+&1$2&)2$&$#&%$#*& #*4()/$-+1/5+&(+&*/)1*#& /-)*#.*5*-.*-)&"**.>(3@&4$$5+&(#*& #*/-"$#3/-:&$#&>(4(-3/-:9& 3$%5(#(>47&%$#*&$#&4*++&5$2*#",4&$?*#& )/%*9& & A0-*#<%0! D$*+&-$)&())*%5)& E#(-+"*#+&,-.*#+)(-./-:&$"&(& E#(-+"*#+&,-.*#+)(-./-:&$"& E#(-+"*#+&,-.*#+)(-./-:&$"&@-$2-& )#(-+"*#9& 3(,+*6(-.6*""*3)&4$$5&)$& @-$2-&3(,+(4/)7&/-&(&+7+)*%&>7& 3(,+(4/)7&/-&(&+7+)*%&>7&3$%5(#/-:&/)&)$&(& (-$)1*#&+/),()/$-&/-&(&2(7& 3$%5(#/-:&/)&)$&+/%/4(#& +/),()/$-&$"&(&./""*#*-)&)75*&)1()&$5*#()*+& )1()&.$*+&-$)&"$44$2&)1*&+(%*& +/),()/$-&$"&)1*&+(%*&)75*8&*9:9& /-&(&+/%/4(#&%(--*#8&*9:9&:#$2)1&$"& 5())*#-9& >/$4$:/3(4&:#$2)1&$"&>(3)*#/(& >(3)*#/(&(-.&)1*&+5#*(.&$"&#,%$#+9& ?+9&(&#(>>/)&5$5,4()/$-9& F=54(/-+&1$2&(-.&217&)1*&-*2&+/),()/$-& F=54(/-+&1$2&)1*&-*2&+/),()/$-& "$44$2+&)1*&+(%*&#*/-"$#3/-:&$#&>(4(-3/-:& "$44$2+&)1*&+(%*&#*/-"$#3/-:&$#& 5())*#-9& >(4(-3/-:&5())*#-9& & & !
  • 40.
  • 41.
  • 42.