The document provides an overview of different types of thinking that can be taught, including systems thinking, computational thinking, design thinking, futures thinking, strategic thinking, and solutions thinking. It then focuses on futures thinking, outlining why studying the future is important and some tools used in futures thinking like environmental scans, trend analysis, scenarios, and backcasting. Finally, it discusses systems thinking and key concepts like stocks, flows, feedback loops, causal loops, and system dynamics modeling. The document aims to introduce various thinking approaches and tools that can be taught to help students develop important skills for understanding complex systems and creating preferred futures.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation to the Digital Technologies 2015 EdTechSA on 16 July 2015
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation to the Digital Technologies 2015 EdTechSA on 16 July 2015
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
What is computational thinking? Who needs it? Why? How can it be learnt? ...Aaron Sloman
What is computational thinking?
Who needs it? Why? How can it be learnt?
Can it be taught? How?
Slides for invited presentation at Conference of ALT (Association for Learning Technology) 11th Sept 2012, University of Manchester.
PDF available (easier for printing, selecting text, etc.):
http://www.cs.bham.ac.uk/research/projects/cogaff/talks/#talk105
A video of the actual presentation (using no slides because of a projector problem) is now available here
http://www.youtube.com/watch?v=QXAFz3L2Qpo
It also has been made available as "slide 47" after the PDF presentation on this page.
I attempt to generalise Jeannette Wing's notion of "Computational thinking" (ACM 2006) to include attempting to understand much biological information processing, and try to show the necessity for educators to do deep computational thinking if they wish to facilitate processes of learning.
UCL joint Institute of Education (London Knowledge Lab) & UCL Interaction Centre seminar, 20th April 2016. Replay: https://youtu.be/0t0IWvcO-Uo
Algorithmic Accountability & Learning Analytics
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
ABSTRACT. As algorithms pervade societal life, they are moving from the preserve of computer science to becoming the object of far wider academic and media attention. Many are now asking how the behaviour of algorithms can be made “accountable”. But why are they “opaque” and to whom? As this vital discussion unfolds in relation to Big Data in general, the Learning Analytics community must articulate what would count as meaningful questions and satisfactory answers in educational contexts. In this talk, I propose different lenses that we can bring to bear on a given learning analytics tool, to ask what it would mean for it to be accountable, and to whom. From a Human-Centred Informatics perspective, it turns out that algorithmic accountability may be the wrong focus.
BIO. Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, which he joined in August 2014 to direct the new Connected Intelligence Centre. Prior to that he was at The Open University’s Knowledge Media Institute 1995-2014. He brings a Human-Centred Informatics (HCI) approach to his work, with a background in Psychology (BSc, York), Ergonomics (MSc, London) and HCI (PhD, York) where he worked with Rank Xerox Cambridge EuroPARC on Design Rationale. He co-edited Visualizing Argumentation (2003) followed by Knowledge Cartography (2008, 2nd Edn. 2014), and with Al Selvin wrote Constructing Knowledge Art (2015). He is active in the emerging field of Learning Analytics and is a co-founder of the Society for Learning Analytics Research, Compendium Institute and Learning Emergence network.
Systemic Design Principles & Methods ISSS 2014Peter Jones
Research paper presentation at ISSS 2014: Design Research Methods for Systemic Design: Perspectives from Design Education and Practice
The recent development of systemic design as a research-based practice draws on long-held precedents in the system sciences toward representation of complex social and enterprise systems. A precedent article, published as Systemic Design Principles for Complex Social Systems (Jones, 2014) established an axiomatic and epistemological basis for complementary principles shared between design reasoning and systems theory. The current paper aims to establish a basis for identifying shared methods (techne) and action practice (phronesis). Systemic design is distinguished from user-oriented or industrial design practices in terms of its direct relationship to systems theory and explicit adoption of social system design tenets. Systemic design is concerned with higher-order socially-organized systems that encompass multiple subsystems in a complex policy, organizational or product-service context. By integrating systems thinking and its methods, systemic design brings human-centered design to complex, multi-stakeholder service systems as those found in industrial networks, transportation, medicine and healthcare. It adapts from known design competencies - form and process reasoning, social and generative research methods, and sketching and visualization practices - to describe, map, propose and reconfigure complex services and systems.
Mix and Match: Collaborative Expert-Crowd Judging for Building Test Collectio...Matthew Lease
Presentation at the 1st Biannual Conference on Design of Experimental Search & Information Retrieval Systems (DESIRES 2018). August 30, 2018. Paper: https://www.ischool.utexas.edu/~ml/papers/kutlu-desires18.pdf
ELH School Tech 2013 - Computational ThinkingPaul Herring
To be good ‘Computational Thinkers’ and hence effective users of, and more importantly empowered creators with Digital Technologies, students need to be conversant and articulate with:
algorithms;
cryptography;
machine intelligence;
computational biology;
search;
recursion;
heuristics;
Entrepreneurial enabling, and
The use of Digital Technologies to develop and support Critical Thinking skills.
While schools have taught many of these areas in the past, opportunities are now being presented where schools can fully embrace those areas traditionally part of a Computer Science type course, but also introduce the fascinating new areas of endeavor such as cryptography and computational biology.
Coupled with the increasing enabling of application development and deployment by Senior School students, such as in the creation and deployment of mobile games using Corona and Lua for example, students are able to be powerfully enabled as creative producers, not just passive users.
The presentation will give an overview of these areas of Computational Thinking and some outline of how they might be implemented in the curriculum, including current examples from senior IT classes in Queensland who are creating digital apps for Android devices.
This presentation will cover some of the ground from my ACEC 2012 talk on this topic (see SlideCast at this link: http://www.slideshare.net/StrategicITbyPFH/computational-thinking-14629222), but expand in a number of areas, in particular some specific suggestions regarding classroom implementation.
Towards Contested Collective Intelligence
Simon Buckingham Shum, Director Connected Intelligence Centre, University of Technology Sydney
This talk is to open up a dialogue with the important work of the SWARM project. I’ll introduce the key ideas that have shaped my work on interactive software tools to make thinking visible, shareable and contestable, some of the design prototypes, and some of the lessons we’ve learnt en route.
BoosterMedia: Overcome the bottleneck of HTML5 mobile game performanceDevGAMM Conference
Making HTML5 games run well on mobile devices is hard work! We’d like to take a good look into this issue by comparing performance on different versions of iOS and Android. Since there are huge differences in their systems, we will look at what the bottlenecks are on the different platforms, and the different versions of each platform. We would also like to show a mini tutorial in profiling games on Android, and seeing where exactly the bottlenecks lie.
What is computational thinking? Who needs it? Why? How can it be learnt? ...Aaron Sloman
What is computational thinking?
Who needs it? Why? How can it be learnt?
Can it be taught? How?
Slides for invited presentation at Conference of ALT (Association for Learning Technology) 11th Sept 2012, University of Manchester.
PDF available (easier for printing, selecting text, etc.):
http://www.cs.bham.ac.uk/research/projects/cogaff/talks/#talk105
A video of the actual presentation (using no slides because of a projector problem) is now available here
http://www.youtube.com/watch?v=QXAFz3L2Qpo
It also has been made available as "slide 47" after the PDF presentation on this page.
I attempt to generalise Jeannette Wing's notion of "Computational thinking" (ACM 2006) to include attempting to understand much biological information processing, and try to show the necessity for educators to do deep computational thinking if they wish to facilitate processes of learning.
UCL joint Institute of Education (London Knowledge Lab) & UCL Interaction Centre seminar, 20th April 2016. Replay: https://youtu.be/0t0IWvcO-Uo
Algorithmic Accountability & Learning Analytics
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
ABSTRACT. As algorithms pervade societal life, they are moving from the preserve of computer science to becoming the object of far wider academic and media attention. Many are now asking how the behaviour of algorithms can be made “accountable”. But why are they “opaque” and to whom? As this vital discussion unfolds in relation to Big Data in general, the Learning Analytics community must articulate what would count as meaningful questions and satisfactory answers in educational contexts. In this talk, I propose different lenses that we can bring to bear on a given learning analytics tool, to ask what it would mean for it to be accountable, and to whom. From a Human-Centred Informatics perspective, it turns out that algorithmic accountability may be the wrong focus.
BIO. Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, which he joined in August 2014 to direct the new Connected Intelligence Centre. Prior to that he was at The Open University’s Knowledge Media Institute 1995-2014. He brings a Human-Centred Informatics (HCI) approach to his work, with a background in Psychology (BSc, York), Ergonomics (MSc, London) and HCI (PhD, York) where he worked with Rank Xerox Cambridge EuroPARC on Design Rationale. He co-edited Visualizing Argumentation (2003) followed by Knowledge Cartography (2008, 2nd Edn. 2014), and with Al Selvin wrote Constructing Knowledge Art (2015). He is active in the emerging field of Learning Analytics and is a co-founder of the Society for Learning Analytics Research, Compendium Institute and Learning Emergence network.
Systemic Design Principles & Methods ISSS 2014Peter Jones
Research paper presentation at ISSS 2014: Design Research Methods for Systemic Design: Perspectives from Design Education and Practice
The recent development of systemic design as a research-based practice draws on long-held precedents in the system sciences toward representation of complex social and enterprise systems. A precedent article, published as Systemic Design Principles for Complex Social Systems (Jones, 2014) established an axiomatic and epistemological basis for complementary principles shared between design reasoning and systems theory. The current paper aims to establish a basis for identifying shared methods (techne) and action practice (phronesis). Systemic design is distinguished from user-oriented or industrial design practices in terms of its direct relationship to systems theory and explicit adoption of social system design tenets. Systemic design is concerned with higher-order socially-organized systems that encompass multiple subsystems in a complex policy, organizational or product-service context. By integrating systems thinking and its methods, systemic design brings human-centered design to complex, multi-stakeholder service systems as those found in industrial networks, transportation, medicine and healthcare. It adapts from known design competencies - form and process reasoning, social and generative research methods, and sketching and visualization practices - to describe, map, propose and reconfigure complex services and systems.
Mix and Match: Collaborative Expert-Crowd Judging for Building Test Collectio...Matthew Lease
Presentation at the 1st Biannual Conference on Design of Experimental Search & Information Retrieval Systems (DESIRES 2018). August 30, 2018. Paper: https://www.ischool.utexas.edu/~ml/papers/kutlu-desires18.pdf
ELH School Tech 2013 - Computational ThinkingPaul Herring
To be good ‘Computational Thinkers’ and hence effective users of, and more importantly empowered creators with Digital Technologies, students need to be conversant and articulate with:
algorithms;
cryptography;
machine intelligence;
computational biology;
search;
recursion;
heuristics;
Entrepreneurial enabling, and
The use of Digital Technologies to develop and support Critical Thinking skills.
While schools have taught many of these areas in the past, opportunities are now being presented where schools can fully embrace those areas traditionally part of a Computer Science type course, but also introduce the fascinating new areas of endeavor such as cryptography and computational biology.
Coupled with the increasing enabling of application development and deployment by Senior School students, such as in the creation and deployment of mobile games using Corona and Lua for example, students are able to be powerfully enabled as creative producers, not just passive users.
The presentation will give an overview of these areas of Computational Thinking and some outline of how they might be implemented in the curriculum, including current examples from senior IT classes in Queensland who are creating digital apps for Android devices.
This presentation will cover some of the ground from my ACEC 2012 talk on this topic (see SlideCast at this link: http://www.slideshare.net/StrategicITbyPFH/computational-thinking-14629222), but expand in a number of areas, in particular some specific suggestions regarding classroom implementation.
Towards Contested Collective Intelligence
Simon Buckingham Shum, Director Connected Intelligence Centre, University of Technology Sydney
This talk is to open up a dialogue with the important work of the SWARM project. I’ll introduce the key ideas that have shaped my work on interactive software tools to make thinking visible, shareable and contestable, some of the design prototypes, and some of the lessons we’ve learnt en route.
BoosterMedia: Overcome the bottleneck of HTML5 mobile game performanceDevGAMM Conference
Making HTML5 games run well on mobile devices is hard work! We’d like to take a good look into this issue by comparing performance on different versions of iOS and Android. Since there are huge differences in their systems, we will look at what the bottlenecks are on the different platforms, and the different versions of each platform. We would also like to show a mini tutorial in profiling games on Android, and seeing where exactly the bottlenecks lie.
IIDEX 2013
Abstract: This presentation aims to put strategic design into perspective as a new culture of decision-making. Design strategy is about creating roadmaps and brand experiences that are transcendent and resilient. It is about processes that embark on social engagement as a catalyst for systemic organizational change. It is about systems of products and services that are strategically innovative and holistic. Design strategy is about a mindset, a way of thinking and a set of tools that help businesses, organizations and institutions realize what it is that they should be doing next, how they can do it, and most importantly, why they should be doing it in the first place.
Backcasting - IA Summit 2007 Session PresentationMatthew Milan
Presentation on the use of Backcasting as a strategic discovery process tool for information architects.
Presented by Matthew Milan and Sam Ladner at the 2007 IA Summit in Las Vegas
My IA Summit 2008 Pre-Con on Backcasting for Information Architects. Includes info on conducting the method and using the ORID facilitation framework to support the backcasting method.
General Session: Successful Culture Development & Integration in an Active M&...WorkforceNEXT
Presented by Marty Kunz - VP of HR at C&J Energy, Roger Mosby - VP of HR at Kinder Morgan, Laura Ramey - VP of HR at Crestwood Midstream. WorkforceNEXT Summit. September 30, 2014.
Backcasting Transformation towards smart and sustainable citiesDemos Helsinki
A presentation held in Nordic Innovation House Palo Alto by Johannes Koponen and Aleksi Neuvonen in the seminar Backcasting Transformation: Smart + Sustainable Cities in 2040.
Culture of Ownership - Owners, Renters, and SquattersJoe Tye
Organizations that conduct employee engagement surveys typically find that about 25% of workers are engaged, 60% are not engaged, and 15% are aggressively disengaged. There are, of course, substantial variations between organizations. At Values Coach we call the engaged people Spark Plugs because they give a spark to the people around them; they are the ones thinking like owners and partners. We call the unengaged people Zombies because they are often going through the motions on auto-pilot; they are the renters who rarely perform above and beyond the basics of the job description. And we call the aggressively disengaged Vampires because they suck the life out of their organization and the people around them; they are the squatters who take a paycheck and then do their best to damage the organization that’s paying them. A culture of ownership requires lots of Spark Plugs (owners), a diminishing number of Zombies (renters), and an absolute intolerance for Vampires (squatters).
Essential Lessons for Building a Culture of Ownership, for Culture MechanicJoe Tye
This special report for subscribers of the Values Coach Culture Mechanic service summarizes some of the most important lessons we have learned about effective cultural transformation and for building a culture of ownership
I co-develop new organizational designs for the 21st Century to better deal with with rapid, complex change. Originally, this PPT is the first of a series of three. A fourth one has been added: Emergent Organizational Development and Novel Technologies (AI)
Academic Research Impact (ARI) Ecosystem Theory: An IntroductionMichael Thompson
How do you design, plan, evaluate, and execute your research in a way that is most impactful in a connected world?
These slides provide an introduction to Academic Research Impact (ARI) Ecosystem Theory - A ecosystem-based working theory on what things to consider when thinking about Academic Research Impact Management and Maximization, predicting system to individual-level research impact behavior, planning ARI, ARI Accountability, and characterizing how ARI progresses at an individual, micro, meso, and macro-level.
When building digital products and services, we are designing complex systems.We need to think the customer experience through on several channels, figure out the system architecture, gain understanding through data and research, decide what to iterate... - not easy, but fun!
In this keynote talk given at Agile Cambridge 2016, Johanna introduces core systems thinking principles for designing better services, discussed how data and feedback mechanisms help us understand what is going on in a system, and addressed the challenge of bringing about change in a system.
"Reporting Complexity (with Complexity):General Systems Theory, Complexity and Simulation Modeling"
Video conference presented to Indiana University-Purdue University students in Public Administration and Journalism March 31, 2010.
GreenBiz 19 Workshop Slides: The School of Systems ChangeGreenBiz Group
The challenges we face as sustainability professionals are complex and interconnected. They’re global in scale, with many root causes and contributing factors, supported by deep-rooted institutions and structures. It can seem that the more urgency we feel, the more these challenges seem nearly unmovable. How do we know where and when to intervene? What actions and efforts will unlock transformational change, and avoid unintended consequences? How do we work with power, and understand who and how to influence to make change happen? Forum for the Future and their partners in the School of System Change are building the system change capabilities of change leaders around the world, and invite you to join this tutorial for a whirlwind exploration of tools, approaches, and methodologies that can enable you to take a systemic approach to your work. Learn from the do-ers and the makers, take real life lessons back with you, and discover how you can be a system change agent, no matter your context and role.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Horizon Report K12: What are the trends, challenges and developments in techn...Jason Zagami
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
Trends, challenges and developments in technologies that will influence the f...Jason Zagami
Keynote presentation by Dr Jason Zagami to the ASLA conference on 29 September 2015 at Brisbane, Queensland.
Zagami, J. (2015, September) Trends, challenges and developments in technologies that will influence the future of libraries. Keynote presentation presented to ASLA conference, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/trends-challenges-and-developments-in-technologies-that-will-influence-the-future-of-libraries
Secondary Worlds and Computer Gaming in EducationJason Zagami
Zagami, J. (2014, October). Secondary Worlds and computer gaming in Education. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/ACEC2014%20Secondary%20Worlds%20and%20computer%20gaming%20in%20Education.docx
Fantasy worlds have long enthralled and engaged our imaginations with Tolkien defining those of sufficient detail as Secondary Worlds, distinct from the Primary World of our everyday experience. Within such worlds we can imaginatively explore beyond the narratives provided us and by combining such worlds with the interactivity of games, particularly computer games, extending this ability to explore persistent Secondary Worlds that we can influence and change, share experiences with others, and contribute to the mythologies of these worlds. This rich exploration provides opportunities to learn by enhancing the mental models constructed by our explorations of Secondary Worlds and transferring this learning to the mental models held of similar concepts in the Primary World. Two case studies are briefly detailed to clarify the concepts presented, firstly the use of a Year 8 Social Studies simulation of the world of StatecraftX in which empire building, resource management, and refugee dilemmas provided a context for student engagement with a Secondary World and transfer concepts developed in world to those under study; and secondly, the use of the Secondary world of the Simpsons, particularly the Springfield Primary School, as a familiar Secondary World setting in which to explore teacher education situations and transfer learning to real world practice.
Is Computer Gaming the new ICT to be integrated into school curriculum?Jason Zagami
Zagami, J. (2014, October). Is computer gaming the new ICT to be integrated into school curriculum?. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/ACEC2014%20Is%20Computer%20Gaming%20the%20new%20ICT
%20to%20be%20integrated%20into%20school%20curriculum.docx
Just as the integration of ICT into the curriculum took time and faced initial obstacles, so too does the integration of computer games into the curriculum. Emerging from a mixed methods research project focusing on learning and teaching with digital games in Australian classrooms, four distinct approaches to educational games are developed: Game Play as a process, Game Building as a process, Game Play as a context, and Game Building as a context. The SAMR model was applied to consider these as progressive adoptions of computer gaming that achieve increasingly transformative learning processes. Then within the use of games as contexts for learning, a Secondary Worlds model was used to then consider these contexts at Philosophic, Epic and Naïve levels. Finally, the TPACK model was extended to include computer games as a GPACKS evaluation model of the appropriate use of computer games for various curriculum content, pedagogical approaches, and student gaming preferences.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
6. • conceptualise more just and sustainable human and
planetary futures.
• develop knowledge and skills in exploring probable
and preferred futures.
• understand the dynamics and influence that human,
social and ecological systems have on alternative
futures.
• conscientise responsibility and action on the part of
students toward creating better futures.
Why study the future
17. Technological Evolution
Neolithic Revolution
Stone, Bronze, Iron Ages
Ancient Greek, Roman, Chinese technology
Medieval technology
Renaissance technology
Industrial Revolution
Atomic Age
Space Age
Digital Revolution
Information Age
23. We live in a society exquisitely dependent on science and
technology and yet have cleverly arranged things so that
almost no one understands science and technology. That’s a
clear prescription for disaster
Carl Sagan
25. Systems Thinking makes it possible to analyse
and understand complex phenomena
Systems Thinking
26. Instead of isolating smaller and smaller parts of the
system being studied, systems thinking works by
expanding its view to consider larger and larger
numbers of interactions as an issue is being studied
Systems Thinking
27. Thinking consists of two activities: constructing mental
models and then simulating them in order to draw
conclusions and make decisions
Barry Richmond
28. Understanding the concept of a tree requires more
information than is available through sensory experience
alone. It’s built on past experiences and knowledge.
29. The image of the world around us, which we carry in our
head, is just a model. Nobody in his head imagines all the
world… they have only selected concepts, and relationships
between them, and uses those to represent the real system
Jay Forrester
30. The problems we have created in the world today will not be
solved by the level of thinking that created them
Albert Einstein
31. We are limited in our capacity to form and reform mental
models. Systems modelling allows us to move from “what” to
“what if” and make our thinking visible
The basic building blocks of dynamic models are stocks, flows,
and loops
33. A supermarket can be seen as any of the following kinds of
systems, depending on the perspective:
a "profit making system" … from the perspective of management and owners
a "distribution system“… from the perspective of the suppliers
an "employment system“… from the perspective of employees
a "materials supply system“… from the perspective of customers
an "entertainment system“… from the perspective of loiterers
a "social system" …from the perspective of local residents
a "dating system" …from the perspective of single customers
34. Students need learn to identify the properties of the
various subsystems they explore, for example of a bicycle,
and examine how they relate to the whole.
Children tend to think of the properties of a system as
belonging to individual parts of it rather than as arising
from the interaction of the parts. A system property that
arises from interaction of parts is therefore a difficult idea.
35. Students should already know that if something consists
of many parts, the parts usually influence one another.
Also they should be aware that something may not work as
well (or at all) if a part of it is missing, broken, worn out,
mismatched, or misconnected.
37. Students can learn about the
choices and constraints that
go into the design of a
bicycle system. Depending
on whether the bicycle is
intended for racing,
mountain roads, or touring,
influences its design and
such choices as the type of
tires, frame and materials,
and drives and gears.
38. In addition, accommodating one constraint can often lead
to conflict with others. For example, the lightest material
may not be the strongest, or the most efficient shape may
not be the safest or the most aesthetically pleasing.
Therefore, every design problem lends itself to many
alternative solutions, depending on what values people
place on the various constraints.
41. Speed Safety Comfort Durability Endurance
The Wheels
Drivers and
Gears
Frames and
Materials
Brakes and
Steering
Aerodynamics
Power System
42. Parts Function Inputs Outputs Boundaries
The Wheels
Drivers and
Gears
Frames and
Materials
Brakes and
Steering
Aerodynamics
Power System
43. Wheel & Axle (subsystem)
The wheel & axle
transfer energy from
rubber band to the surface
to move the car.
Rubber band (energy)
Elastic potential energy will
be transferred to the wheel
and axle subsystem
Energy Conservation
Most of the energy results in
motion.Some energy is
transformed into heat through
friction with the surface
Boundaries:
The Surface
The Person
My hand (input)
A person provides the
energy that is stored in the
stretched rubber band.
Motion (output)
The car moves as a
result of the energy that
is put into the system.
A Physical System
Energy Transfer
(Big Idea context)
A Rubber Band
Car System
44. Part
Function of the part
Part
Function of the part
Part
Function of the part
Predict: What if a part is
missing?
Function of the whole
system
Other systems with a part
like this
Name all the parts
Parts & Wholes
Function of the Part
Predict
F-2
Whole System
What form of energy makes this system work?
45. Subsystem
Function
Subsystem
Function
Predict the effect of a
broken subsystem (part)
Inputs
Changes in input
Outputs
What the whole system
can do
Subsystems
Inputs & Outputs
Functions & Predictions
3-4
Whole System
Describe how the output will change if we change the input
46. Subsystem
Subsystem
Energy Output
Receiving System
Matter Input
Predict Changes
Matter Output
Receiving System
Energy Input
Inputs & Outputs
Boundaries & Flow
Open & Closed Systems
5-6
Whole System
Give an example of how a change in a subsystem influences the entire system
Is this system closed or open? Explain.
Boundaries of the system
47. Whole System
Subsystems
Negative Feedback?
Inflow compared to
outflow
Feedback from output
Positive Feedback?
Interaction with another
system
Is the system in
equilibrium or is it
changing?
Positive Feedback
Negative Feedback
Equilibrium
7-8
How are models of this system used to make predictions?
What are the limitations of the model in accurately making predictions?
57. As you are reading, look for key words such as:
change transform revolution becoming more rose went up increased
got higher grew/growth gained less fell went down decreased went
lower declined lost
Write down one or more quotes in each box. Circle key words of change
and underline what you think is changing. Draw a line graph of how the
quote shows change over time. Explain why the change occurs.
Identifying Change Over Time in Text
Quotes from book Change over time
Why this might be
occurring
62. What important elements have changed over time?
How has __________ changed over time?
During what period of time have the changes occurred?
Where on the y-axis should the graph start and why?
How would you label the bottom/middle/top of the y-axis?
What evidence supports the graph being created?
Questions to ask when analysing a system that changes over time:
What caused any changes in direction or slope?
How are interpretations of a graphed element the same or different?
What changes may happen in the future based on what has been
happening?
Do you see any connections (interdependencies or causal
relationships) between/among graphs?
Questions to consider once BOTGs have been created:
81. A feedback loop is formed when changes in a stock affect the flows
into or out of that same stock
Balancing feedback loops are stability seeking and try to keep a
stock at a certain level or within a certain range
Reinforcing feedback loops occur when a system element has the
ability to reproduce itself or grow at a constant fraction of itself
Loops
86. What is a stock related to the horse in a horse race?
What is a flow related to the horse in a horse race?
What is the relationships between the two?
87. Stock represents an amount, e.g. distance travelled
Flow represents a rate, e.g. distance/second
They are related because they both relate to distance
88. What is a stock related to a freeway?
What is a flow related to freeway?
89. Stocks generally are described by nouns
Flow generally is described by verbs
Number of cars (noun); Entering/leaving freeway (verbs)
92. Piggy Bank
Game 1
Rule:
Put 2 “coins” in, take 1 “coin” out
Directions:
1. Write the rule at the top of the graph for Game 1.
2. Graph the number of “coins” in the piggy before you begin.
3. Write your prediction.
4. Round 1: Using the piggy handout, put 2 “coins” in, and then take 1 out.
5. Graph the number of “coins” left in the piggy on the line for round 1.
6. Round 2: Add two more “coins”, then take 1 away, graph... continue doing so for 3
more rounds; record the number of “coins” left at the end.
7. Was your prediction correct? Why or why not?
93. Piggy Bank
Game 2
Make a new rule to save more
money than in the first game but
that can still be seen on the graph.
Game 3
Make a new rule with money going
in and out that shows how money
can decrease (go down) over time.
100. Symbols
A converter holds
information or
relationships that
affect the rate of
the flows, or that
affect the content
of another
converter
A connector
indicates that
changes in one
element cause
changes in another
element; only
changes a stock by
going through an
accompanying
flow
A flow represents actions or
processes; transports “stuff”,
concrete or abstract, that
directly adds to or takes away
from accumulation in a stock;
the verbs in the system
A stock represents
an accumulation,
concrete or
abstract, that
increases or
decreases over
time; the nouns in
the system
117. Connecting Loops
Central B indicates a Balancing loop, R a Reinforcing loop
Central + or - indicates positive (growth or decline) or negative
(oscillating or seeking) loops
Arrowed signs indicate the direction of causality + (adds to or
changes it in same direction or - (takes from or change direction)
o reverses direction or subtracts, s same direction or adds to it
133. Types of loops
An odd number
of negative (-)
connections
indicates a
balancing loop.
An even number
of negative (-)
connections
indicates a
reinforcing loop.
139. Air Pollution
respiratory disease
air pollution (CO2)
coal burned
economic development
factories
cancer
death rate
coal production
coal dust
power stations
environmental regulation
pollution outsourcing to China
standard of living
cars
natural resources
Audio article and transcript