Group items tagged

our best opportunity to function in complex and chaotic environments is found in structures that adapt and respond to feedback. Change requires structures that also change. To this end, we turn to networks and ecologies as a model for:LearningKnowledge/epistemology (as both process and product)Managing complexity

Explaining emergence in its multiple forms in education: learner understanding, group formation, advancement of a discipline, etc.Designing educational systems that embody the society that learners will be expected to engage as members (ontology - learners becoming)

the irreducibility of learning to its individual parts, the recognition of dynamic interactions, the criticality of feedback in influencing adaptation, and openness are sufficient for our application to learning.

definition of complexity

“a set of diverse actors who dynamically interact with one another awash in a sea of feedbacks”

An example I often use to distinguish complicated from complex: a puzzle and the weather

“What differentiates physical systems from social ones is that agents in social systems often alter their behaviour in response to anticipated outcomes”

The autonomy of agents

Emergence

The interactions of multiple agents at a local level can create or contribute to significant system-level change

On a personal level, we could argue that our learning is the emergent phenomena of our own interactions with others and how we have engaged with and connected different concepts.

How do these concepts impact learning?

Ecologies and networks are reflective of chaos and complexity theories main tenets and provide a suitable replacement for the current classroom and hierarchical model of education.