SMART Seminar Series: Learning Journeys – Making learning visible in developing infrastructure...

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

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

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

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

Follow the Herd

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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

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 &

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?

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 &

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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PERSONALIZED DASHBOARD | RECOMMENDS RELEVANT INFO

Next best ac<on messaging tuned to learning and knowledge structuring

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

Evidence Hub for Research by Children & Young People: http://rcyp.evidence-hub.net

evidence-‐hub.net

4. Analyse the data

Data & Evidence

Human + Machine Analytics

Coordinating Maps &

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

Coordinating Maps &

6. Share Insights in Hub, update your maps, and repeat…

Data & Evidence

Coordinating Maps

strategies)

Coordinating Maps &

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

Potential Solution

Supporting Evidence (practitioner story)

•  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

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