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