Archive - April 2011

1
Institute for Inquiry
2
Rethinking innovation in organizations through coevolving systems theory
3
ICT, Resilience, Complexity & Sensemaking
4
Trafalgar Primary School in Victoria, Australia, pioneers radical approaches to learning
5
Learning Futures Collaborative- your views??

Institute for Inquiry

This is how the Institute for Inquiry describes the enquiry process — in language  very similar to our ideas about authentic enquiry… Good science education requires both learning scientific concepts and developing scientific thinking skills. Inquiry is an approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and testing those discoveries in the search for new understanding. Inquiry, as it relates to science education, should mirror as closely as possible the enterprise of doing real science. The inquiry process is driven by one’s own curiosity, wonder, interest, or passion to understand an observation or to solve a problem. The process begins when the learner notices something that[…]

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Rethinking innovation in organizations through coevolving systems theory

Professor Richard Vidgen Australian School of Business, University of New South Wales will be leading this seminar at the UoB Systems Centre on 1st June at 1700 Research into high performing workplaces identifies the ability of organizations to innovate as a significant indicator of financial performance. Unsurprisingly, innovation is of great interest to governments. Despite this interest from firms and policy-makers it is less clear how organizations can organize to encourage, generate, and capture innovation. This paper develops an innovation organizing framework grounded in complex adaptive systems. The framework draws on three principles of coevolving systems: match coevolutionary change rate, maximize self-organizing, and synchronize exploitation and exploration. The last principle suggests that innovation should not be viewed in isolation, i.e.,[…]

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ICT, Resilience, Complexity & Sensemaking

Last week I gave a seminar at the Palo Alto Research Center (PARC), renowned for its ground-breaking computing R&D in many fields, including Human-Computer Interaction, Hypertext and Sensemaking. Contested Collective Intelligence: Resilience, Complexity & Sensemaking View more presentations from Simon Buckingham Shum I was hosted by my long time colleague Maarten Sierhuis (formerly NASA Ames, now Manager of the Knowledge, Language & Interaction Area) and Gregorio Convertino (Augmented Social Cognition Area) who organised the CSCW 2010 Collective Intelligence workshop we attended last year. As the abstract indicates, the ideas we’re developing connect to Learning Emergence themes of how ICT intersects with resilience thinking in complex adaptive systems (such as educational institutions or leaning networks), and sensemaking. As discussed in another[…]

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Trafalgar Primary School in Victoria, Australia, pioneers radical approaches to learning

Vicki Miles, Principal, Trafalgar Primary School in Victoria gives an overview of how her students are enhancing arts and media skills with integrated technology. Trafalgar Primary school is a progressive and innovative school that seeks to find learning experiences that support their philosophy of valuing the “whole child”. Trafalgar teachers actively engage in creating learning opportunities that support students in developing 21st century learning skills, specifically how students learn and engage with technology. With a highly successful integrated music and technology program, a fully functioning recording studio and a desire to engage with student interest, Trafalgar teachers wished to trial a number of innovative programs with their Grade 5/6 students through a newly developed open learning centre. How about trialling[…]

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Learning Futures Collaborative- your views??

In the Learning Futures Collaborative at the beginnnign of March, five teacher groups presented stories of significant change from their Learning Futures pedgaogies. All thirty people present identified key ideas throughout all five presentations and then tried to match them onto the four Learning Futures themes: School as Basecamp, School as Learning Commons, EnquiryBased learning and Extended Learning Relationships. The themes we came up with are here: Themes for LF Collaborative. We invite you to reflect on how these themes we generated from our stories of profound change connect to the four Learning Futures themes. If they don’t, what does that mean for our collaborative learning? If they do fit together – how does that work?

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