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Some Random (maybe) Thoughts on a Sunday. Did we misunderstand what he was saying? What did he really mean? Where should we look first for our explanations?

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Presentation on theme: "Some Random (maybe) Thoughts on a Sunday. Did we misunderstand what he was saying? What did he really mean? Where should we look first for our explanations?"— Presentation transcript:

1 Some Random (maybe) Thoughts on a Sunday

2 Did we misunderstand what he was saying? What did he really mean? Where should we look first for our explanations? He had something to offer. Maybe we misunderstood him.

3 InputProcessOutput Systems Boundary Feedback Loop Environment Which part of the system is most important? Which part is learning? Systems thinking is still useful. What are the limitations of systems thinking? 1950s… 2009 (complexity?) Others have moved on to abstract thinking. Should we?abstract thinking Should we define something that is going to change tomorrow? Will that add to the confusion if we even try?

4 Closed Systems == Entropy InputProcessOutput Systems Boundary Feedback Loop China tried this. It didnt work. They learned and moved on. Where are they now? Did we? Bad

5 Rule-Based Systems (Boring) Start Here A=B C=D Stop Here This type of thinking can be automated. Should it be? I dont know. VALUES Do we know what these are? Not so sure here. Have you asked? Some have. Have we talked about it? Not so much. Gerald M. Weinberg (2001). An Introduction to General Systems Thinking. Read this. He is interesting. Daniel Pink is also interesting.interesting

6 Are we a 1 or 0? There are many colors. Computing systems use a 1 or 0 at the lowest layer. They have about seven clearly defined layers on top of that.

7 Do we practice what we preach? Mager (1984) says Given a personal computer and word processing software, type a memo with less than 10% error. 1. What resources will the learner have available when performing? 2. What is the learner supposed to perform? 3. How well is the learner supposed to do it? If you ask a learner to jump, tell them how high. If you ask a learner to perform, give them the resources to do it. Have we talked about this lately? More importantly, is that what really matters? Have we evolved past this type of thinking? Be specific with what you mean.

8 Do we really know what this means? The theory is based on things naturally distributing around a mean. What are the limitations of this theory? Maybe it depends what we are measuring and how we measure it. There are multiple measures. Are we measuring what matters? Howard Gardner is interesting. Are we listening to him? Some are hereSome are there It depends

9 Is this a problem? Data Information Knowledge Data Information Knowledge Are we adding to the problem? How can we be a solution? Not everything that counts can be counted; not everything that can be counted counts. -Albert Einstein Do we understand what he means? 1 quintillion, 729 quadrillion, 382 trillion, 256 billion, 910, million, 270 thousand, 464 We need more of this. Right? In 2006 alone

10 Can we govern this? Should we even try? Graphs are helpful Graphs are pretty So are colors Can use them with our students? What does this mean? Dont speak math? Thats okay. Draw a picture. It helps. It is creative. 4,851 6, Whisper, whisper, whisper We cant hear you? If we talk about ideas, synergy can emerge. It just got a lot bigger -> 1,477 What does that mean? John Nash is interesting. Here is his dissertation.dissertation It is short – 32 pages. What does it mean?

11 Do we really know what this means? Have we lost sight of what really matters? More importantly, do our students really know what this means?

12 Is this how you feel? Some of us do. Why are we trying to make meaning of things that have no meaning? Where do we place our time? Where do we place our effort? Where do we place our energy? Can we make more complex harmony?

13 What really matters? We all like thinking and making meaning of our environment. We want to make the world a better place First we need to make sense of our own environment. That is what he meant.


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