Master Classes in Systemic Designing

2000

Churchman dedicated his career to sensitizing systems scientists and other inquirers to the existence of what he referred to as "enormous problems." In his view these are problems that cannot be addressed by a single discipline or a single inquirer but by interdisciplinary teams of inquirers. This chapter tells the story of how a group of researchers, in the context

Volume 1: Rescuing the Enlightenment from Itself, 2006

... 7. A RETROSPECTIVE STRUCTURAL INQUIRY OF THE ... In order to make transparent the systemic, interactive, inter-sensitive, and interdependent nature of the global ... that by building up such problem clusters the three inquirers, although they all had made contributions in the ...

New Contexts/New Practices Conference – American Institute of Graphic Arts, 2010

The past few years have seen design for good/ a social cause/ sustainability/ etc … become fashionable. However it is often disconnected from its audience, client/partner, context, and has little to no impact on anyone but the designer him/herself. As I often tell my students, “the world doesn’t need another poster for peace.” So what does the world need? And what can designers do about it?

Building and Enhancing New Literacies Across the Curriculum Companion, 2019

Building and enhancing new literacies across the curriculum is a new challenge in the classroom instruction. It builds new concepts in education liberalizing everchanging needs of time, space and circumstances. The critical and reflective teaching-learning environment is the forerunner of intervention across the curriculum. It enhances new literacies in the field of (a) globalization and multi-cultural; (b) social; (c) media; (d) financial; (e) cyber /digital; (f) ecology/environment; (g) arts and creativity; (h) Field based-interdisciplinary explorations; and (i) other teaching strategies. Globalization and multicultural classroom instruction need to interface learners to understand and simplified the interdependence and internationalization of global diversity in unity. Social literacies prepare the learners to associate and interact with multicultural social living organisms in a given time and space. It also acknowledges the role of both print and nonprinted flatforms of communication outlets. Likewise, financial matters also tackled to explore financial stability, inflow on capitalization, goods, labor, and services. When millennium generation digitized the Boomlets technological superhighway rises the baby boomer's generation digitizes the capitalization on WIFI (wireless technology) into PSYFI (action and behavior reader). Moreover, the environmental intelligence of an individual needs to be enhanced. As the earth is the home of mankind need to be understood as a water planet. Studies on different advocacies depicted multiculturalism. Field exposure and personal encounters flattened the world view and made the "decay" of time and space over time. The fast phase added value on "materialism" dictates to enhance new literacies. The spotlight of the teacher in the classroom may be explored, reinvented, reengineered and innovated. Using the facility on the natural Multiple intelligences of an individual through field-based-interdisciplinary approach in a cooperative and collaborative teaching-learning. Proactive curriculum & a socially engaged diverse community planned interaction on the program of studies. Living in a polity of an institution to manage, administer, and supervise. Craving his belongingness (sociologically) has biological (urges) needs & meet his/her psychological (safety & security) satisfaction among others with allied social sciences. Thus, this study found relevant issues on Input-Process-Output of the school as institutionalized. TESDA, DepEd CHED, CSC, PRC, and other allied institution curriculumnization, internationalization and institutionalization of the curriculum liberalize literacy as an ingredient to multiculturalization. Mainstreaming these issues on building and enhancing new literacies across the curriculum is "knowledge" construction to flattened the world as a Netizen. Short title: Literacies Across Curriculum Introduction Building and enhancing new literacies across the curriculum need verticalization, horizontalization landscaping the "Cognito" on orientation (experience) and discipline (formal learning) in knowledge construction. The same as we build the physical and material building, we need to have the architectural design as a roadmap on the program of work and the landscape on the structural foundation. All necessary needed physical and human resources to be in place to assure quality enhancement. Quality services are measured according to the "effectiveness" and "efficiency" on the delivery of the program-of-work as planned. All are set as planned found physical and human resources are a measure of quality assurance. The language tool or facility is a quality service. Then, fill the gaps. The inventiveness, reengineering and other innovative "act" done within the ambit of the program of work as planned must be translated into resilient human and physical resource adaptive to the program of work. Thus, the architectural "verge-eye" view and the civil works of the building pragmatically and constructively design to meet the "need" of the client as a roadmap planned. Now, the building

Journal of Higher Education in Africa

The higher education landscape has been in a state of flux since the turn of the twenty-first century owing to pressure to internationalise and adopt entrepreneurial approaches in response to global demands. These exigencies have not spared middle-level managers in the academy who straddle the divide between administration and scholarship. This article explores the administrator-scholar paradigm in the context of the globalisation momentum in the academy, using an autoethnographical approach, in which I examine my personal and professional experience as a department chair in two universities over a period of five years. The study pays particular attention to how the dual role was enacted and views the administrator-scholar phenomenon as a resource, not a problem, as explicated in existing research. I articulate the leadership qualities that middle-level managers – more particularly, heads of departments – need, to navigate the contested space and ambivalent landscape of higher educa...

Canadian Journal of Learning and Technology, 2021

This paper reports on the continual effort of the Knowledge Building Community (KBC) connecting teachers within and across schools for knowledge creation and community building during the COVID-19 disruptions. During this crisis, schools around the world are challenged with the issues of implementing online learning. Three areas of misalignment were identified: disjoint in learning with home-school separation, piecemeal technologies to mimic physical teaching, and disconnect between teacher professional development and classroom practices and we discussed emerging realignment efforts for transformative learning. Through analyzing the three case examples of how teachers responded to COVID-19 challenges in inter-related areas of curriculum, pedagogy, technology and community, we identified several themes on emerging alignments conducive for transformative pedagogy and technology through community advancement. These themes include: innovating practice around the centrality of ideas; pe...

2020

Literacy is not merely about reading and writing but is defined as a social practice of building identities, relationships, and world views (Gee, 1990). Thus, critical literacy provides opportunities to identify, reflect on, and transform current practices towards more equitable practices with new ways of being and doing (Vasquez et al., 2019). This pedagogical approach seeks to empower students to become critical consumers and producers of texts, and to engage in transformative efforts to address issues of inequity (Janks & Vasquez, 2011). Ultimately, critical literacy supports "reconstructing and redesigning texts, images, and practices to convey different and more socially just and equitable messages and ways of being that have real-life effects and real-world impact" (Vasquez, 2017, p. 19). With the advancement of new information technologies and varying textual forms, critical literacy has evolved to mean "the use of the technologies of print and other media of communication to analyze, critique, and transform the norms, rule systems, and practices governing the social fields of everyday life" (Luke, 2012, p. 5). Through this expanded notion of 'text,' critical literacy pedagogy and multiliteracies pedagogy intersect seamlessly. In other words, literacy as reading and writing of text has pluralized towards multiple literacies through new modes of creating texts, connecting to the world, and collaborating with others (Luke & Dooley, 2011). The concept of multiliteracies refers to such critical abilities to negotiate diverse text forms and discursive practices (Lam, 2009). In their seminal work, the New London Group (1996) made the pivotal connection between multiliteracies pedagogy and critical literacy by emphasizing critical framing, that is, the process of denaturalizing, critiquing, re-evaluating, and 3 Kim et al.: Critical Multiliteracies Pedagogy in ESL/EFL

Future Fashion Factory, 2021

We aim to support current and recent graduates into positions of researcher/practitioners, developing skills as practice based researchers. Through FFF we are developing an understanding of the skillset and educational profile needed to support these new roles and how these can be further developed in postgraduate education. 1. Gunn, W. (2020).

2020

Social innovation and the role of the university in the community is an important conversation to bring to the classroom. With the campus conversion from quarters to semesters, there is a new opportunity to build upon and focus the work already occurring in my classes with new online technologies and longer terms. With these opportunities, this project proposes to review how to incorporate social innovation into online teaching modules. The goal is to enhance my current classes by integrating social innovation contexts – using critical learning theory, transformational learning, and epistemological development -- into the online learning framework. This was completed through a redesign of the learning goals and assignments in Transportation Planning and Policy (PA5730) and Public Policy Analysis (PA6800) and aligning these through a QLT online course designation. The goal is to have students within the MPA program learn what they can do for their community while engaging the topics

PROSPECTS

This article aims to explore the context of inclusive education policy in Canada, and to highlight the particular case of inclusive education policy reform in the province of Nova Scotia. As with most other provinces and territories, inclusive education policy in Nova Scotia has broadened to include a lens of equity, with a focus on not only students with special education needs, but all students-particularly those most often marginalized by and within Canadian school systems. The article reflects on the first phase of the developmental evaluation process which took place prior to full implementation of the policy. Four interconnected key themes emerge: 1) the shifting roles and identities for educators and specialized staff; 2) the changing roles of classroom teachers; 3) the importance of support to ensure effective universal and differentiated classroom practices; and 4) the professional learning of school staff. Although situated within the Nova Scotian and the national Canadian context, the discussion and implications can readily be applied to international systems engaged in developing and implementing broad inclusive education policy.