complexity and education
TRANSCRIPT
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Kristopher Wells([email protected])
&
Andrew Breckenridge([email protected])
University of Alberta
Complexity
and Education:From Theory To Practice
and Back Again
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Complexity and Education
US Department of Education Report(Sanders & McCabe, 2003)
Emerging Trends
Uses of Complexity Science
Emphasis on the need to move beyond areductionistic paradigm
Cite the importance of complexity and anested systems-thinking approach to help lead
and organize 21st
Century organizations Explore the implications for the use ofcomplexity science in understanding thecomplexities of the educational system
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Complexity in Government
US Department of Defense
Network Centric Warfare
-Robust self-forming networks based
on linked information-decision-action-networks
Advanced Research Projects Agency
- non-linear generation of ideas
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Complexity in Education
Center for Connected Learning & Computer-based Modeling
Chaos & Complexity ARA Special Interest
Group
National Science Foundation
- Report: Complex systems & education: Cognitive
learning and pedagogical perspectives
Authors identify the need to create a newframework for transforming education in theUnited States
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Theoretical orientation
reconceptualization of education from acomplicated to a complex and emergent process(Davis, 2004; Davis, Sumara, & Kapler, 2000; Doll, 1993)
transformative potential that complexivist
principles can offer to educational research andpractice
Complexity and Education
Conceptual lens
complexity is already present in classrooms
how might we prompt educators to enactcomplexivist principles in their currentpedagogical practices & researchengagements
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Collectivity in Action:
Complexity & EducationWebsite
www.complexityandeducation.ca
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Complexity in the Classroom:Building a web(site)
A collaborative effort
As class project we collaboratively built the websitewww.complexityandeducation.ca
The website was built with the intention of providinga meeting space for educators who are orientedtowards or informed by complexity science
Working group was established and studentsregularly met and, with the professor, discussed thedirection and potential content of the website
Decisions were always brought before the group sothat they could be discussed
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Engaging the work
Each contributing author took up a taskranging from the coordination of areas such asthe glossary to the writing of summaries forvarious learning methodologies
All contributors also participated in thedevelopment of large projects such as theannotated bibliography and the glossary
The completion of the glossary also entailedcomprehensive collaboration between authorsas the terms were regularly debated, revised
and edited by the group
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Working together: A collaboration of peers
- Everyone made initial contributions
Finding fertile soil: Building on thefoundations of others
- The websites provided a means by which theweb of complexity theory and education could beexpanded
Managing the initial development
- The initial development was significantly fasterthan anticipated and many more sites existedthan initially thought
Good roots create a lifetime of growth
- Many people continue to refer sites
Constructing the Webliography
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Completing the web(site)
After each portion of the website was
completed it was submitted to the the groupfor review and, upon consensus, wasincorporated into the website
The individuals responsible for specific areasof the website remain active in themaintenance/growth of their contributions
Educators continue to provide feedback tohelp the website evolve to meet their
pedagogical and research needs
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Safe & Caring Schools ina Complex World:
A Guide for TeachersAlberta Teachers Association &The Society for Safe and Caring
Schools and Communities(SACSC)
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Comprehensive violence prevention initiative
designed to model and foster sociallyresponsible and respectful behaviors, so thatlearning and teaching can take place in a safe,caring, and inclusive environment
SACSC Philosophy
Complexity Booklet
Challenge traditional theories of learning
- Conceptualize the brain as ecosystem,rather than computer or empty vessel
Develop a complexivist framework to helpreorient understandings of the learner,teacher, and classroom as part of a nested
system
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fire & wire patterns of behaviours
learning is associative & rooted in experience
reinforce proactive & engaged approaches tolearning
move away from understandings ofclassroom management, best practices, andzero-tolerance approaches
building resiliency & plasticity diverse experiences create the opportunity foran increased flexibility of response
Complexity of Bullying
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Prompting ComplexityInternal Diversity
Internal RedundancyNeighbouring Interactions
Enabling Constraints
Decentralized Control
(Davis, 2004; Davis & Simmt, 2003)
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Complexity & Current Issues in Education
knowledge is relational
The issue is not where knowledge islocated, but what counts as knowledge
we are our experiences
the need for mindful and engagingeducational experiences can lead to the riseof an intelligent classroom/collective
Knowledge Now Knowing is doing
Engaging Interest Knowing is being
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Experiential Learning/Skill Practice Knowing isbecoming
individual competency is necessary for theemergence of complex possibilities
need for diversity among a systems/classroomsagents
New Knowledge, Skills and Attitudes Knowing is belonging
decentralized control and neighboring
interactions help to open up spaces wherestudents can feel they fit into a grander unity
students who feel that they belong will beresponsible to/for one another and become
more capable of ambitious learning
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Practical Application Knowing is doing, being,becoming, belonging
all human social relationships occur in websof interrelationships. Life is complex. Thequestion, therefore, is not of the presence ofcomplexity, but rather harnessing it for
learning experiences
at the heart of every complex classroom is asafe, caring, and inclusive environment that
sees all students and teachers as valued andvaluable members of the learning community
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(whose collaborative efforts lay behind the Glossary, AnnotatedBibliography, Webliography, and Complexity Booklet)
Susan Bowsfield Andrew Breckenridge
Brent Davis Khadeeja Ibrahim-Didi Mijung Kim Tammy Iftody
Angus McMurtry Immaculate Namukasa Jrme Proulx Kristopher Wells
Sun Joo Hur (assisted with the Complexity Booklet)
UofA Complexity & EducationSeminar Group