I've been exploring this notion of complex systems for a while now - through the Complexity Explorer site and the Introduction to Complexity course offered by Melanie Mitchell. The introductory videos provide insights and definitions of complexity within systems thinking. The statement "The whole is greater than the sum of it's parts" stood out as an 'aha' concept. I'd heard this before, through the work by Roger Martin on integrative thinking, but hadn't connected it specifically to my thinking about teaching and learning. So here's where I'm going with this for this CLMOOC Make - Cycle 4.
First, I'll identify the four key elements of a complex system, as identified by Melanie Mitchell:
First, I'll identify the four key elements of a complex system, as identified by Melanie Mitchell:
- simple components
- non-linear interactions
- decentralized control
- emergent behaviours
The image of the bicycle tire and the bike used in the CLMOOC (Welcome to Make Cycle #4) can help provide a basic understanding. The parts of the bike are, in isolation, unconnected and simple. Each component on it's own is a simple element e.g. tire, pedal, frame, seat. When connected into a system, to create a functioning bicycle, each element interacts and connects in a non-linear way e.g. gears go round, brakes go down/up. There is a decentralized control - parts can work in isolation e.g. brakes can be applied without wheels or gears in motion. There is emergent behaviour when the whole system functions together - with the key element of the system being the human being riding the bike. The behaviour of the bike adapts to the behaviour of the rider, the landscape and the conditions. So the whole system, working inter-connectedly is greater than the sum of it's individual components.
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Building this understanding to my teaching and learning, specifically the complex system of digital literacies came to the forefront when a specific blog post and image relating to digital skills came across my Twitter stream. It immediately caught my attention because of my experiences trying to manage the subway system in Tokyo a few years back. Since this complex transportation system works by identifying subway stops by colour, number and letter, it provides a quick way for anyone to figure out how to adapt and respond when moving around.
The identified digital literacies fit into the four identified elements of a complex system - the individual skills in isolation comprise of simple components that students can get a handle on applying; the skills are comprised of non-linear interactions; there is no central control over the system or how it operates within a course or student's experience; emergent behaviours result from the organization of skills, how information is processed within the skills and how these skills dynamically change in time and space.
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I'm going to spend some time this week trying to build some sense out of this notion of digital literacy skills as a complex system, as it applies within today's teaching and learning environments. I'm sure this ride will take me to some unexpected destinations and interesting discoveries. Come along for the trip if you can!
Addendum: Once this post was shared, the CLMOOC community responded and Kevin's experience with Mozilla Thimble was revealed in this re-make of the London Tube system. The resources and links he shared are found on Erica Drushka's blog post Tube Yourself where code and map templates created by Chad Sansing are explored. I'll re-make my own digital literacy journey using this resource and post the results here.
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