Musings about Systems

Standard

How are most formal learning experiences designed? Using the chaotic, ordered, or complex systems approach?

Most learning experiences I have seen, especially in my context, tend towards the ordered approach – with a focus on set key objectives and then developing and monitoring progress against milestones to achieve results.

Which do you think is underpinning the design of this course? Which do you think is more appropriate to network learning?

I see a push towards the complex systems approach in this course, as it allows for flexibility and broader scope and opportunity with learning. I see this type of learning as more appropriate given there is an overabundance of knowledge available to people these days. We can’t possibly filter or control this however, we can guide successful learning in this context by encouraging good behaviours and discouraging less favourable practices/activities (e.g. using sources of knowledge that aren’t credible) and setting some boundaries to keep learners on tract and focused.

What about with respect to network learning in the context you’ve chosen to focus upon in your role “as teacher” for this course?

While the ordered approach seems to be more favoured in my context, I would like to see something more flexible instituted. For instance, when training staff on how to undertake new practices, we have traditionally provided them will a step by step approach on how to do it (ordered). Perhaps we could try more of a complex systems approach and instead make sure staff are aware of their legal obligations (boundaries) and up-skill them in research, critical thinking and decision making. Then staff will be adequately equipped to search online and collaborate with others across the world (through social networking) to develop new and better approaches to undertake these practices. My role then would be to monitor my student’s research and decision making and to make sure they are on the right track and not participating in bad practices. My role as a teacher then moves from the traditional idea of ‘having all the knowledge’ to supporting others to find their own answers.

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