knowledge in a learning universe

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