Learning Together
Dec 05, 2014
Learning Together
Learning Together
Learning Journeys:
making learning visible in developing infrastructure futures
from compartmentalised waste to collabora<ve value
Learning Together
• We are living off our legacy infrastructure and it is failing us economically. We have to do far be@er for much less.
• Successful business will be Businesses that can LEARN be@er and faster TOGETHER than our interna<onal compe<tors.
• Otherwise the future is decline into a third world economic performance
3
October 15, 2014
We are living off legacy infrastructure and it’s failing us economically
We have to do be+er for less
Successful businesses will be those that can LEARN be@er and faster TOGETHER than their
interna<onal compe<tors
© Dan Deakin
Learning Together
Crea<ng sustainable innova<ve infrastructure business models requires the purposeful holis<c design of infrastructure systems. To do this effec<vely and efficiently needs an apprecia<on for the inherent interdependency between infrastructure systems and the complex and dynamic socio-‐cultural, poli<cal, environmental and economic systems in which they sit. It requires an open-‐systems view and recogni<on of the changing needs these wider contexts place on the infrastructure systems over their long lives. It requires a move away from the view of infrastructure as a set of sta<c disconnected assets.
Crea<ng sustainable innova<ve infrastructure business models requires the purposeful holis<c and collabora<ve design of infrastructure systems.
‘Our compartmentalised, piecemeal,
disjointed learning is deeply, dras<cally
inadequate to grasp reali<es and problems which are ever
more global,
transna<onal, mul<-‐dimensional, transversal,
poly-‐disciplinary and planetary..’
Edgar Morin
French philosopher and sociologist Born 1921
6
Competence in the world
Knowledge skills & understanding
Learning power values aFtudes & disposiGons
IdenGty
story, desire, moGvaGon, relaGonships,
purpose
Deakin Crick, R. (2012). Student Engagement: Iden<ty, Learning Power and Enquiry -‐ a complex systems approach, in: Christenson, S., Reschly, A. & Wylie, C. (eds.) The Handbook of Research on Student Engagement New York: Springer
Prac<cal Proposi<onal Presenta<onal Experien<al
Public
Personal
A system that depends on external
control is not sustainable
To be sustainable a person, team or organisa<on needs to be cri<cally
self-‐aware and to take responsibility for its own purpose, learning and
performance
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Learning Power Dimensions Mindful Agency Unaware, passive
Hope and Op<mism Stuck and sta<c
Sense-‐making Data accumula<on
Crea<vity Rule bound
Curiosity Passive
Collabora<on Independent or Dependent
Belonging Isolated, split off, lonely.
Openness to learning Closed & bri@le or fragile & dependent
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RMSEA=.035.
Deakin Crick, Huang, Ahmed-‐Shafi & Goldspink (2014) Developing Resilient Agency in Learning, Bri<sh Journal of Educa<onal Studies, under review,
Learning Together cic.uts.edu.au
Rapid Visual Feedback to S<mulate Self-‐Directed Change
A framework for a coaching conversa<on that moves between purpose and performance
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ORIENTATION TOWARDS RISK AND CHALLENGE
cic.uts.edu.au
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Closed Passive Fragile & dependent Fragmented data Lacking inter and intra-‐personal awareness Isolated Rule bound ‘Done to’ A-‐cri<cal
Fragile, dependent, bri@le.
Recep<ve to learning and change
Resilient
Hopeful Curious Crea<ve Strategic Purposeful Collabora<ve Persistent Aware Sense making Connec<ng data
Deakin Crick et al (2012; 2008; 2013; 2004)
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Customer Behavioural Dynamics
Customer Learning Power
Push Experiences Pull Opportunities Life Events
PublicityWord of Mouth
LearningPull
Experiential Learning
Switching Experience
Staying Put Considering Switched
MultipleSwitches
Not Interested Receptive Engaged
R
R
Follow the Herd
R
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Systems Architec<ng First, understand the situa<on. Then diagnose what’s wrong with it and what you want to improve. Then understand and align all the different stakeholder purposes, interests and concerns. Agree “what good looks like” and establish a shared vision and measures of effec<veness for a solu<on. Then define the solu<on, the rela<onship between parts and purpose, and the checks required to ensure the purpose is achieved in a changing world.
S<lli@o, H. (2014) Architec<ng Systems: concepts, principles and prac<ces, College Publica<ons Systems Series, Farnham, UK
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Iden<fying Purpose context & measurement
Designing Business Process
Architecture
Crea<ng Func<onal Defini<on
Genera<ng Logical Design
Describing Physical Product or organisa<on
Decisioning Road Map
Purposing Engaging learning power
Re-‐structuring knowledge Performing
Systems Architec<ng steps which map the territory for developing future infrastructures as projects and workstreams
Human psycho-‐social learning processes which enable Agents to make the journey
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How can we scaffold and make visible these learning processes so that we create:
Greater stakeholder value Through collabora<ve knowledge genera<on
More quickly Through pro-‐ac<ve reflec<on on process and rapid feedback (double loop learning)
Sustainably Through establishing design principles to transfer and repeat success
Building blocks of a Virtual Infrastructures Collaboratory
NIC Data Hub
Coordinating Maps
(of the system, problem, and
strategies)
Infrastructure
Context
Collective Sensemaking
Coordinating Maps
(of the system, problem, and
strategies)
Coordinating Maps &
Architectures (of the system,
problem, purpose & strategies)
Human+Machine Analytics
Infrastructure Contexts
1. Build a picture of the “problem system” and what is known about solu<ons
Coordinating Maps &
Architectures (of the system,
problem, purpose & strategies)
Examples of coordina<ng Maps to guide a systemic improvement community
http://www.carnegiefoundation.org/elibrary/getting-ideas-action-building-networked-improvement-communities-in-education
A map of the “Challenge Space” for student mathema<cs
http://www.carnegiealphalabs.org/persistence/
A “Driver Diagram” summarising what is known about Produc<ve Persistence in mathema<cs
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Shared Conceptual Maps as Naviga<onal Aid?
People / Organizations / Projects / Claims / Evidence
Shared Conceptual Maps as Knowledge Structuring Tool?
People / Organizations / Projects / Claims / Evidence
Evidence Hub for Research by Children & Young People: http://rcyp.evidence-hub.net
2. Coordinate to test solu<ons in different contexts in Infrastructure contexts
Coordinating Maps &
Architectures (of the system,
problem, purpose & strategies
ICIF learning context ICIF learning
context ICIF prototyping
contexts
3. Pool the Data (quan<ta<ve, qualita<ve and narra<ve and experien<al)
Data & Evidence
Hub Coordinating
Maps & Architectures
(of the system, problem, purpose & strategies
ICIF protofyping
contextcontext
ICIF Protoyping
contextscontext
ICIF Prototyping
contexts
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Learning Together © 2014 DECLARA INC. 29
PERSONALIZED DASHBOARD | RECOMMENDS RELEVANT INFO
Next best ac<on messaging tuned to learning and knowledge structuring
Learning Together © 2014 DECLARA INC. 30
SEARCH | EASY TO USE, IMMEDIATELY INTELLIGENT
Intelligent collaboration
Using big data analytics, we can make massive amounts of diverse ICIF—and external—content discoverable.
Mentorship opportunities
Optimized networking and idea sharing
Enhanced peer connections
Personalized recommendations
An evidence hub shows who is working on which parts of the problem
People / Organizations / Projects / Claims / Evidence
Evidence Hub for Research by Children & Young People: http://rcyp.evidence-hub.net
evidence-‐hub.net
4. Analyse the data
Data & Evidence
Hub
Human + Machine Analytics
Coordinating Maps &
Architectures (of the system,
problem, purpose & strategies
UTS learning context UTS learning
context UTS learning context
learning surveys generate data for rapid feedback at mul<-‐levels
cic.uts.edu.au
Employees
Leaders
Directors
Policy Leaders
• For system wide analysis,
research and learning • For organisa<onal leadership
decision-‐making
• For leaders to respond more accurately to the needs of their teams
• For employee users to support
personal change
Surveys for Open Learning Analy<cs
cic.uts.edu.au
Surveys for Open Learning Analy<cs (SOLA ) Plaoorm hos<ng apps to support self-‐directed change
An integrated pla6orm for systemic improvement
DATA WAREHOUSING FOR SYSTEM WIDE RESEARCH
LEGACY SYSTEMS
BLACKBOARD
HIERARCHICAL PROCESS MODELLING
KNOWLEDGE STRUCTURING TOOLS
SOCIAL LEARNING ENVIRONMENTS
5. interpret, narrate, debate the meaning
Data & Evidence
Hub
Collective Sensemaking
Coordinating Maps &
Architectures (of the system,
problem, purpose & strategies
Human + Machine Analytics
UTS learning context UTS learning
context UTS learning context
6. Share Insights in Hub, update your maps, and repeat…
Data & Evidence
Hub
Collective Sensemaking
Coordinating Maps
(of the system, problem, and
strategies)
Coordinating Maps &
Architectures (of the system,
problem, purpose & strategies
Human + Machine Analytics
UTS learning context UTS learning
context UTS learning context
Evidence Hub: indexing stories + evidence
Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net
A wizard guides the user through the submission of a structured story: • What’s the Issue? • What claim are you making/
addressing? • What kind of evidence
supports/challenges this? • Link it to papers/data • Index it against the NIC’s core
themes
…which generates a knowledge tree http://learningemergence.net/2013/07/17/deed-elli-ai-ci-systemic-school-learning
Issue
Potential Solution
Supporting Evidence (practitioner story)
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• to create and make visible mul<ple
of data from all related processes on any given project
capable of genuine collabora<on across business channels, disciplines and domains and capable of engaging profitably with complexity and uncertainty
approaches which integrate viewpoints, data sources, big pictures and details
which navigate from shared to novel
outcomes and generate wider stakeholder value
and
through which to connect purpose with performance
Learning Together 42
October 15, 2014 IdenGfying stakeholder purpose
GeneraGng learning power
Knowledge structuring EvaluaGng performance
Ascertain the fundamental structures, pa@erns and rules in the complex problem space
Establish purpose and context of proposed interven<on/prototype
Establish fundamental structures, pa@erns and rules that provide coherence in the solu<on. Define measurement model.
Evaluate the prototype interven<on against its purpose using bespoke measurement model derived from purpose-‐ and improve (aser S<lle@o)
DECLARA social learning plaoorm – used interna<onally to link people, projects, ideas and know how F2F collabora<on across ICIF and with Industry Partner projects aimed at making learning visible
Tools to s<mulate different changes in approaches learning and thinking for individuals and teams at all journey stages. App Store based on Rapid AnalyGcs PlaOorm to feedback data from tools in real <me to s<mulate paradigm change in individuals and teams.
Hierarchical process modelling; Systems dynamic modelling; Agent Based Modelling; Value Management Tools; Evidence Hub for collabora<ve argumenta<on and more…..
Internal and external content on systems thinking in infrastructure interdependency design and development: academic and professional papers, videos, podcasts etc curated and searchable.
Recommenda<on engines tuned to the next best ac<on for s<mula<ng learning for complexity and the unknown. In f2f contexts this is coaching.
Cura<ng, archiving and analysing data from across projects for system wide learning and development
Itera<ve Journey Map
Collabora<on / Story line
Diagnos<c tools
Knowledge structuring tools Knowledge base
Next Best Ac<on Messaging Data warehouse
Iden<fying Stakeholder Purpose
Genera<ng Learning Power
Knowledge Structuring
Evalua<ng Performance
IdenGfying stakeholder purpose
GeneraGng learning power
Knowledge structuring EvaluaGng performance
Ascertain the fundamental structures, pa@erns and rules in the complex problem space
Establish purpose and context of proposed interven<on/prototype
Establish fundamental structures, pa@erns and rules that provide coherence in the solu<on. Define measurement model.
Evaluate the prototype interven<on against its purpose using bespoke measurement model derived from purpose-‐ and improve (aser S<lle@o)
DECLARA social learning plaoorm – used interna<onally to link people, projects, ideas and know how F2F collabora<on across ICIF and with Industry Partner projects aimed at making learning visible
Tools to s<mulate different changes in approaches learning and thinking for individuals and teams at all journey stages. App Store based on Rapid AnalyGcs PlaOorm to feedback data from tools in real <me to s<mulate paradigm change in individuals and teams.
Hierarchical process modelling; Systems dynamic modelling; Agent Based Modelling; Value Management Tools; Evidence Hub for collabora<ve argumenta<on and more…..
Internal and external content on systems thinking in infrastructure interdependency design and development: academic and professional papers, videos, podcasts etc curated and searchable.
Recommenda<on engines tuned to the next best ac<on for s<mula<ng learning for complexity and the unknown. In f2f contexts this is coaching.
Cura<ng, archiving and analysing data from across projects for system wide learning and development
Itera<ve Journey Map
Collabora<on Story line
Diagnos<c tools
Knowledge structuring
tools
Knowledge base
Next Best Ac<on Messaging
Data warehouse
NIC Data Hub
Coordinating Maps
(of the system, problem, and
strategies)
Infrastructure
Context
Collaborative learning and Sensemaking
Coordinating Maps
(of the system, problem, and
strategies)
Coordinating Maps for Learning
Journeys (of the system, problem, and
strategies)
Human+Machine Analytics
Infrastructure Contexts
Opportunities to optimise this system?
Opportunities to collaborate?
Learning Together
Thank You