Complex Adaptive Systems and Scales of ResilienceEmerging Learning Environments Complex Adaptive...
Transcript of Complex Adaptive Systems and Scales of ResilienceEmerging Learning Environments Complex Adaptive...
Emerging Learning EnvironmentsComplex Adaptive Systems andScales of Resilience
Transitions 19: One journey, many pathwaysILETC03 October 2019
Qusai AnteetBArch & Bldg. Sc., MArch.
PhD CandidateFaculty of Architecture, Building & PlanningThe University of MelbourneSupervised by Dr Ben Cleveland and Prof Kim Dovey
Research framework
CLASSROOM
OLD?Image by author
CLASSROOM
https://www.tbc.sa/en/Gallery.aspx
NEW?Tatweer (2018)
Dewey’s laboratory school - Late 19th century
LARGE SCALE MOVEMENTS IN SCHOOL ARCHITECTURE
Source: Tanner & Lackney (2006)
Open plan concept by C. William BrubakerDisney School (1960s)
What can be learned?
COMPLEX ALIGNMENT
Do ‘we shape our buildings and afterwards they shape us’?(Churchill, 1944)
EducationPolicy
LearningEnvironments
?
Des
ign
proc
ess
COMPLEXITY THEORY
Complex Systems
EducationPolicy
LearningEnvironments
System System
COMPLEXITY THEORY
- Comprehensive and a non-linear (Cohen, Manion, & Morrison, 2018).
- System components are dynamic actors - emergent behaviour (Heylighen, 2008).
- Relationships between humans and non-humans (Fenwick, Edwards, & Sawchuk, 2011).
- A transdisciplinary approach (Davis & Sumara, 2006).
How actors interact?
EducationPolicy
LearningEnvironments
System System
COMPLEX ADAPTIVE SYSTEMS
- Self-adaptive systems (Heylighen, 2008).
- Adapt to internal and external changes (Heylighen, 2008).
- Positive and negative feedback loops (Law & Urry, 2004).
EducationPolicy
LearningEnvironments
Independent systems
Different scales
How do multi-scalar complex adaptive systems interact?
?
System System
- Complex systems inform each other.
- Complex adaptive systems need to be analysed concurrently rather than separately to
understand system changes (Walker & Salt, 2006).
EducationPolicy
LearningEnvironments
RESILIENCE THINKING
Internal changes
RESILIENCE THINKING
Actors:Physical environment.Classroom structure (organisation).Culture.Milieu.
Internal changes - crossing a threshold
Based on Owens & Valesky (2007) and the adaptation of Gislason (2010)
Learning Environment
(Based on Gunderson & Holling, 2002; Walker & Salt, 2006)
Complex Adaptive System
How does the system change externally?
Teacher-centred
Student-centred
The ability to resist before crossing a threshold (Walker & Salt, 2006).
RESILIENCE THINKING
(Based on Gunderson, 2000; Laboy & Fannon, 2016; Scheffer, Hosper, Meijer, Moss, & Jeppesen, 1993)
Complex Adaptive System
Disturbances (key slow variables)
System movement
Context (Domain)
‘Engineering resilience’
Time
The solution for the large-scale educational changes is not immediate, but it is through
improving the structures surrounding the issue and observing the outcomes (Elmore, 1996).
‘Ecological resilience’
Time
‘Adaptive resilience’
Time
External changes – crossing a threshold
How does the system change as part of other complex systems?
RESILIENCE THINKINGPanarchy (Scales)
Long/slow cyclesShort/rapid cycles
Local Education
RG
C
R
Re
School
RG
C
R
Re
Learning Environment
RG
C
R
Re
Remember
Revolt
Remember
Revolt
Remember
Revolt
Large scale
Small scale
Global Education
Decision-making &
educational change context
Spatial and sociomaterial
context
Anteet (2019) - (Based on Gunderson & Holling, 2002; Walker & Salt, 2006)
Long/slow cyclesShort/rapid cycles
Local Education
RG
C
R
Re
School
RG
C
R
Re
Learning Environment
RG
C
R
Re
Remember
Revolt
Remember
Revolt
Remember
Revolt
Large scale
Small scale
School Learning
Environments
Semiotics and meanings
Architectural Program
Text
Architectural
Programming
Design process
Policy
Drivers for change
Anteet (2019) - (Based on Gunderson & Holling, 2002; Walker & Salt, 2006)
Global Education
Global Educational
Context
RESILIENCE THINKINGResearch framework
https://www.teachermagazine.com.au/articles/classroom-layout-what-does-the-research-say
“Kitchen of meaning” (Barthes, 1988)Image by author
DISCOURSE ANALYSISMeanings
CONCLUSION
- Learning environments can be
discussed as part of larger complex
systems.
- Complexity expands the discourse of
educational architecture.
- Complex adaptive systems value
multiple actors. Resilience thinking
highlights cross-scale dynamics.
- Discourse analysis unfolds meanings
between the aspired educational
change and school architecture.
Long/slow cyclesShort/rapid cycles
Local Education
RG
C
R
Re
School
RG
C
R
Re
Learning Environment
RG
C
R
Re
Remember
Revolt
Remember
Revolt
Remember
Revolt
Large scale
Small scale
Anteet (2019) - (Based on Gunderson & Holling, 2002; Walker & Salt, 2006)
Global Education
The “connection between the big ideas
and the fine grain of practice in the core
of schooling is a fundamental
precondition for any change in practice”
(Elmore, 1996, p. 18)
Qusai Anteet
Emerging Learning Environments: Complex Adaptive Systems and Scales of Resilience
Anteet, Q. (2019). Panarchy diagram in an educational architecture context. https://doi.org/10.26188/5d6b669431739
Barthes, R. (1988). The semiotic challenge (1st ed). New York: Hill and Wang.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London, England; New York, NY: Routledge.
Davis, B., & Sumara, D. J. (2006). Complexity and education: Inquiries into learning, teaching, and research. Mahwah, NJ: Lawrence Erlbaum.
Elmore, R. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–26. https://doi.org/10.17763/haer.66.1.g73266758j348t33
Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the socio-material. Florence, United States: Routledge.
Gunderson, L. H. (2008). Panarchy. In S. E. Jørgensen & B. D. Fath (Eds.), Encyclopedia of Ecology (pp. 2634–2638). https://doi.org/10.1016/B978-008045405-
4.00695-9
Gunderson, L. H., & Holling, C. S. (Eds.). (2002). Panarchy: Understanding transformations in human and natural systems. Washington, DC: Island Press.
Gunderson, L. H. (2000). Ecological resilience—In theory and application. Annual Review of Ecology and Systematics, 31(1), 425–439.
https://doi.org/10.1146/annurev.ecolsys.31.1.425
Heylighen, F. (2008). Complexity and self-organisation. In M. J. Bates & M. N. Maack (Eds.), Encyclopedia of Library and Information Sciences. New York, NY: Taylor
& Francis Group.
Laboy, M., & Fannon, D. (2016). Resilience theory and praxis: A critical framework for architecture. Enquiry: A Journal for Architectural Research, 13(1), 39–53.
https://doi.org/10.17831/enq:arcc.v13i2.405
Law, J., & Urry, J. (2004). Enacting the social. Economy and Society, 33(3), 390–410.
Scheffer, M., Hosper, S. H., Meijer, M.-L., Moss, B., & Jeppesen, E. (1993). Alternative equilibria in shallow lakes. Trends in Ecology & Evolution, 8(8), 275–279.
https://doi.org/10.1016/0169-5347(93)90254-M
Tanner, C. K., & Lackney, J. A. (2006). Educational facilities planning: Leadership, architecture, and management. Boston: Pearson Allyn and Bacon.
Walker, B., & Salt, D. (2006). Resilience thinking: Sustaining ecosystems and people in a changing world. Washington, DC: Island Press.
REFERENCES