September 1999
Apologies for crossmailing.
Learning Software Design Competition
The University of Minnesota is sponsoring a competition to
recognize the design of innovative educational software. Entries will be
solicited in the
areas of K-12 education, higher education, and training; awards
will be given in each category.
Both professional and student work is eligible; designs may be
submitted in one of two divisions; professional and not-for-profit.
(Not-for-profit
includes student, pro bono, and conceptual work. All work
completed for remuneration is considered professional.)
Submissions may be stand alone applications (i.e. software
developed with a programming or authoring language), web sites, or may
incorporate
innovative educational uses of commonplace application software
(such as word processors, databases, spreadsheets, etc.) Submissions must
run
on Windows 95, Windows 98, WindowsNT, or Macintosh OS, and must
be use English as a primary language. No other operating systems will
be supported.
The entry fee for the professional division is $100 US; the
entry fee for the not-for-profit division is $35 US. Work will be judged by
experts in the
field of instructional technology. Winners will be announced at
the University of Minnesota Design Summit in April, 2000.
Winning designs (and others selected for inclusion) will be
compiled and published; by entering, participants agree to provide a
finished
demonstration version of their design for inclusion.
Further information will be available by October 1 and accessed
through the competition web site at
http://design.umn.edu/LearningCompetition.
Further information will be available by October 1 and accessed
through the competition web site at
http://design.umn.edu/LearningCompetition.
Submissions will be due February 1, 2000. Awards will be
announced in May, 2000. Co-organizers of the competition are Simon Hooper
(simon@tc.umn.edu) and Brad Hokanson
(bhokanson@che2.che.umn.edu).
Brock R. Dubbels
dubb0008@tc.umn.edu
W: 612-626-0225
211D Burton Hall
University of Minnesota
Minneapolis, MN 55455
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If a parsely farmer gets sued, do they garnish his wages?
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Xxxxxxxxxxxx
From: KCStarguy@aol.com
Date: Sun, 12 Sep 1999
Subject: Re: Using Systems Dynamics in k-12 education
To: k-12sd@sysdyn.mit.edu
The answer to the question below is:
<www.pegasuscom.com>
Nan Lux, Moderator
Eric wrote:
Does this journal have a website?
Dr. Eric Flescher (KCStarguy@aol.com) Project S.I.M. (Simulations,
Interdisciplinary internet and Metacognitive activities
In a message dated 8/26/99 1:10:01 PM, k-12sd@sysdyn.mit.edu writes:
<<
I am writing as a result of a note I read in the June/July issue of The
Systems Thinker.
>>
xxxxxxxxxxx
Date: Mon, 13 Sep 1999
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: Posting for the conference
The next K-12 Systems Thinking and Dynamic Modeling Conference will be held June 25-27, 2000, in the Portland, Oregon area. The theme of the fourth K-12 conference is "Coming Together and Moving Forward", emphasizing the learning gained from the last 8-10 years of work in K-12 systems education and our thoughts for incorporating more people while moving ahead positively. This includes the following topics:
’ Successive improvement - how have we done it, what are the markers of our failures and triumphs?
’ Case studies approach- where is /has SD made a difference both in education and in the world?
’ Many people entering systems education through various doors. How do we create paths from those doors? What paths have worked, have not worked?
’ System Dynamics as a vehicle for collaboration and questioning.
’ Tools for understanding.
Please consider presenting a session at next summer's conference if you have something to say on any of the above themes or if you:
’ Have an effective piece of curriculum to present.
’ Have a story about your progress as a systems educator.
’ Have an administrative application of systems tools and techniques.
’ Have a progress report on a plan to get systems education implemented in your classroom, school or school district ( or all three).
’ Have examples of >>learning achieved by students through systems education.
’ Have students who are willing to share insights into their learning through the use of systems.
’ Have created a sequence of curriculum which seems to work for your grade level in teaching systems concepts.
’ Have insights into assessing systems learning.
’ Have tools for assessment.
’ Have an overview of how systems education fits into a curriculum for a certain grade level and/or discipline.
’ Have used systems techniques to create learner-centered learning.
’ Have used systems techniques to create interdisciplinary cooperation and curriculum..
’ Have an effective way of introducing systems to neophytes.
’ Have a good training session for more advanced participants.
Sessions will be approximately one and a half hours in length. Special exceptions for appropriate long sessions (3 hours) will be considered, especially for introductory material or games such as Fish Banks.
Process for submitting presentations for sessions:
’ Feb. 1, 1999 - Submission of an abstract which includes the context and history of the topic of the session and the level of participant (introductory or experienced) is due.
’ Mar. 1, 1999 - Submitters will be notified of acceptance.
’ June 1, 1999 - A final outline/ presentation or paper due for incorporation into the conference CD.
Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@tiac.net
http://sysdyn.mit.edu/cle/
Xxxxxxxxxxxx
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: curriculum for eighth graders
Date: Thu, 23 Sep 1999
Dear Listserve members,
I just received this and think it would be great if some of you gave Joe
(and the rest of the listserve) your input. I will send on your comments to
him. Please reply to <k-12sd@sysdyn.mit.edu>.
Lees
>Date: Wed, 22 Sep 1999
>From: Joe Rimback
>To: stuntzln@tiac.net, nlux@mit.edu
>Subject: curriculum for eighth graders
>
>I have just been given approval to teach system dynamics to 7th, 8th and
>9th graders at a Washington DC non-profit after-school/home-schooling
>faith-based organization. Computers, Stella and 6 inner-city kids will
>be in place and ready to go this Saturday morning.
>
>The Road Maps Guide (D-4500-4) states that 'in its present form, Road
>Maps is not meant ot be a teaching curriculum for classroom use'.
>
>Is there a good curriculms somewhere for this age or do you have any
>recommendations about where to look for ideas (books, web sites, . . .).
>I have downloaded a lot of material from your web site but still need to
>get focused on a specific teaching plan. I will probably be able to
>make one up, but since this is in addition to my day job, any pointers
>you can provide would be extremely helpful.
>
>We have a computer for each kid and Stella will be loaded before
>Saturday. The Beginning Exercises and linear models in Road Maps 2 are
>fine for getting started this coming Saturday. I then have a two week
>break to get serious for the next 3 hour Saturday session.
>
>Any suggestions would be greatly appreciated. Thank you.
>
>Joe Rimback
>rimback@erols.com
>301-527-1363
Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@tiac.net
http://sysdyn.mit.edu/cle/
Xxxxxxxxxx
Date: Mon, 27 Sep 1999
From: jiml@cabarrus.k12.nc.us
Subject: Re: curriculum for eighth graders
To: k-12sd@sysdyn.mit.edu
Jay,
Interesting. Are these available? I'd love to see them.
Jim Lunsford
Cabarrus County Schools
660 Concord Parkway N, P.O. Box 388
Concord, NC 28026-0388
(704)786-6195, Ext. 115
jiml@cabarrus.k12.nc.us
--------------
Moderator note: "Getting Started: Five lesson plans to help teachers
introduce system dynamics to their students," by Cathy Curry is available
at:
http://sysdyn.mit.edu/cle/lom_syseducation.html (73K)
paper code: 5LESSOCC
CLE List of Materials, 1st listing under System Dynamics
---------------------------------------------------------
Jay Fogleman wrote:
K->I developed a unit on Systems Thinking for a 10th grade course called
K->Research & Design last year. In the sys dyn recourses at the mit
site are
K->a set of 5 lessons by Catherine Greene Curry introducing systems
thinking
K->as a topic BEFORE working w/ computers, and I adapted the included
lessons
K->for the class.
Xxxxxxxxxxxxxxxx
Date: Fri, 24 Sep 1999
From: <connect@uswest.net>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Case studies involving systems thinking in education
Dear Sysdyn folks,
To begin, I should introduce myself. My name is Peter Duckett. For the past 17
years I have been working in an international school located in Cairo, Egypt.
Most recently my job has been language arts coordinator in K-5. Currently
I'm in
Arizona on sabbatical leave. While here I'm beginning to explore systems
dynamics
in education. Can anyone point me to case studies involving systems thinking or
systems dynamics in education? (If k-5 language arts were added to the mix,
that
would be sterling!) Looking forward to any suggestions. Thank you in advance.
Peter Duckett
Xxxxxxxxx
From: Dakar@aol.com
Date: Fri, 24 Sep 1999
Subject: Re: curriculum for eighth graders
To: k-12sd k-12sd@sysdyn.mit.edu
In reply to Joe Rimback:
I developed a unit on Systems Thinking for a 10th grade course called
Research & Design last year. In the sys dyn recourses at the mit site are
a set of 5 lessons by Catherine Greene Curry introducing systems thinking
as a topic BEFORE working w/ computers, and I adapted the included lessons
for the class.
This could be a starting point, and maybe following up w/ some activities
learning about specific problems via sims that already been developed.
Jay Fogleman
Ellicott City, MD
Xxxxxxxxxxx
From: LucasRPS@aol.com
Date: Sat, 25 Sep 1999
Subject: Re: curriculum for eighth graders
To: k-12sd@sysdyn.mit.edu
Dear Joe,
I will give you a call on Monday and we can talk. I am currently teaching a
seventh grade enrichment course (30 sessions) on systems thinking and the
other four disciplines. My original curriculum development, starting back in
1991 focused just on ST K-12.
A quick suggestion is to start looking for some current event articles or
stories in the paper that would be of high interest to your students and
"easy" to map in terms of stocks and flows. If the story leads to some
research ( for variables) and may represent a common archetype - all the
better.
Talk to you Monday.
Tim Lucas
Superintendent
Ho-Ho-Kus Public School
HHK, NJ
(201) 652-2256
Xxxxxxxxx
Date: Sat, 25 Sep 1999
To: k-12sd@sysdyn.mit.edu
From: teresa@northwest.com
Subject: Teaching systems
Joe
I think that the most important thing to remember, no matter what materials
you choose to use is not to forget the "systems thinking" part of this
endeavor and don't put the heavy emphasis on the modeling at the beginning.
I think that the goal for all of us with our kids is to get them to think
"systemically" and make sure the kids understand that STELLA is just one of
the tools to use to illustrate their thinking.
I am teaching ST/SD for the first time this year as a foundation for my
integrated science classes. I began with brainstorming "what is a system",
"why are these phenomena systems" "what do they have in common" "what are
the key features of systems".
Then I move to the concepts of "interact parts" "key players",
"feedback, both reinforcing and balancing feedback loops" then systems
thinking tools (causal loop diagrams, Behavior Over Time graphs, Stock flow
diagrams, generic models, archetypes, etc.) There is alot you can do with
them to exercise their thinking with simple models. Models that are simple
like the bathtub example or a population model but you can get a lot of
mileage out of them. The problem, however, is being clever enough to ask
the right questions to keep the kids interest with these simple models or
they will tend to say "we know this, we understand this, this is so simple"
and maybe they don't really see what we want them to see in the models.
Good luck. The CLE is very helpful, especially some of the papers written
by those who have been at this a while.
Teresa
Xxxxxxxxxx
Date: Mon, 27 Sep 1999
To: k-12sd@sysdyn.mit.edu
From: Janis Dutton <jldutton@iac.net>
Subject: ST and children's development
I know that this site is mostly about using systems thinking and systems
dynamics as teaching tools in the classroom, but systems thinking suggests
that there are other connections as well. So, I want to throw out a few
questions around some of the other disciplines ala Peter Senge.
In this list, there seems to be a rather natural pattern of increasing the
complexity of systems thinking education along the developmental pathways
of children through different grade levels.
How do the disciplines of Mental Models, Personal Mastery, Shared Vision,
and Team Learning work throughout children's development?
Some specific questions for those of you who work with the learning
disciplines, for example:
When do you begin with each of the disciplines? How do you start, and is
there also a pattern of complexity? Are there some obvious leverage points
developmentally?
Please email me directly if this would take this list too far afield as we
sometimes do.
Thanks
Janis Dutton
jldutton@iac.net
Xxxxxxxxxx
Date: Mon, 27 Sep 1999
From: G P Richardson <gpr@csc.albany.edu>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Teaching systems
On Mon, 27 Sep 1999, k-12sd wrote:
> I think that the goal for all of us with our kids is to get them to think
> "systemically" and make sure the kids understand that STELLA is just one of
> the tools to use to illustrate their thinking.
I'm worried about the word "illustrate" here.
Maybe I'm picking up on too tiny a detail, which may not even have been
intended by the sender, but the sender's later remarks about the puzzles
of keeping kids interested in simple models suggests maybe there is a real
issue here.
I'd prefer us to say we use formal computer simulation models to "support
and test" our systems thinking. "Illustrate" suggests we don't really
have to simulate to know what's going on. "Test" or "check" (or some
similar wording) suggests things get complicated enough that we can't do
without simulation to support our dynamic feedback understandings.
Maybe kids are telling us something we should hear clearly if they are
sending us signals that they are having trouble staying interested in the
simple models we use to gradually introduce formal modeling skills and
tools.
The could be telling us to put forward, early on (right from the start?),
a reasonably simple formal model that does something unexpected and at
first unexplanable -- not just "illustrate" something kids can see without
the formal model. Let's make sure in our words and pedagogy that we
reveal to kids early on why anyone bothers to go through all this computer
modeling stuff. The message loud and clear should be we do it because
when things gets sufficiently messy (and that happens pretty quickly!) we
just can't think correctly without it.
In my graduate classes and some of the seminars I've run for teachers, I
get to such a point of "simple complexity" with a little urban model
containing three stocks (Housing, people, and business structures; Alfeld
and Graham, Introduction to Urban Dynamics). The model shows the classic
pattern of urban growth, stagnation, and decline to a city with high
unemployment. It is far from clear to anyone looking initially at that
model why it behaves as it does. The model also contains a number of
naturally compensating feedback loops that render most parameters changes
useless. Students can do lots of simulations, changing scenario and
policy parameters and not make much of a dent in the basic pattern of
urban decay. For people for whom healthy cities is important, the formal
model is extremely motivating, and makes a great case for why we need
simulation. It does not just "illustrate" -- it is the tool for
uncovering understandings.
There are undoubtedly simple formal models at the level of kids in grades
5 and above (maybe lower) that have the properties that they (a) represent
dynamic systems or problems kids know something about and (b) don't behave
they way most of us would initially expect. I've seen Dennis Meadows
challenge a group with a model of a tub with water flowing in and out (a
single stock) which behaves in ways most people can't predict.
Maybe a good list of such simple but not understandable or predicatable
dynamic models should be put forward to expand everybody's list of models
that provide an essentail playground for understanding, not just
illustration.
(Again, apologies if I am picking up on too trivial a point here.)
...GPR
xxxxxxxxxxxxxx
Date: Tue, 28 Sep 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: teresa@northwest.com
Subject: Re: Teaching systems
George Richardson wrote:
>...I'm worried about the word "illustrate" here...>
George,
I am not offended at all by your suggestions about the use of the term
"illustrate". I am in total agreement with what you say here.
The idea of putting out a list of these simple, yet unpredictable models
and some good questioning strategies about them has come up in discussion
with our Waters Project group here in Portland, OR.
I would like to see contributions to this list of models on this web site.
Maybe this could be the question (project) of the month for this web site
if that process is planned to continue as last year.
Thanks,
Teresa
Xxxxxxxxxxx
From: KCStarguy@aol.com
Date: Tue, 28 Sep 1999
Subject: Re: Case studies involving systems thinking in education
To: k-12sd@sysdyn.mit.edu
I ordered the books from Barnes and Noble (could not find on Amazon). Very
interesting reading although it sort of tailed off in the end.
Dr. Eric Flescher (KCStarguy@aol.com)
Project S.I.M. (Simulations,
Interdisciplinary internet and Metacognitive activities
In a message dated 9/28/99 2:16:07 PM, k-12sd@sysdyn.mit.edu writes:
<<
A good study is in Dynamic Classrooms... I'm sorry I don't have the exact
citation.
(Moderator adds: "Classroom Dynamics: Implementing a Technology-Based
Learning Environment" by Ellen B. Mandinach and Hugh F. Cline, 1994,
Lawrence Erlbaum Associates, Hillsdale, NJ) >>
Xxxxxxxxx
Date: Wed, 29 Sep 1999
Subject: Re: Teaching systems
From: "Lawrence Weathers" <weathers@massed.net>
To: "k-12sd" k-12sd@sysdyn.mit.edu
George
I agree with your conclusion that models ought to be a "playground for
understanding" (nicely put) and a testing tool. My experiences in
introducing simple models to students in early grades, however, tell me
that there is benefit in at least some short period of illustration, where
models can parallel the thinking we go through in resolving issues that are
simple enough to reason through without models. The benefit lies in building
a "confidence" in what appears to be a black box, a model, and what it can
tell us. If we dwell too long on only illustrating, we may build only the
"confidence" and not the parallel skepticism necessary in order to use the
models to shape our "new learning" to its fullest.
The question was not too trivial in my mind, and the exploration of the
concept is interesting at least and provocative in our discussions about the
"developmental stages" of systems thinking and modeling at early ages and
where it can go and what it should entail.
Regards,
Larry Weathers
Xxxxxxxxxxxxx
Date: Wed, 29 Sep 1999
From: G P Richardson <gpr@csc.albany.edu>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Teaching systems
On Wed, 29 Sep 1999, k-12sd wrote:
Thanks for the replies to my little note about "illustrating." Two
comments on the latest message (from Larry), the first of which may be
another possible case of my focusing too narrowing on the words we use.
Larry said (and I agree)...
> there is benefit in at least some short period of illustration, where
> models can parallel the thinking we go through in resolving issues that are
> simple enough to reason through without models.
Then he said...
> The benefit lies in building a "confidence" in what appears to be a
> black box, a model, and what it can tell us.
Larry's wording (there I go again) suggests the words "model" and "black
box" are synonyms. I earnestly hope not! (But again, maybe he didn't
mean it that way.)
A "black box" model to me is a model we can't "open up," to see the
details of stock-and-flow/causal structure inside. System dynamics models
aren't "black box" models unless we wrap them in an interface that hides
what's going on inside (which I hope we don't do much, when we're trying
to help kids UNDERSTAND something).
But maybe Larry DOES mean that a simple STELLA model with its stocks and
flows and causal links and feedback loops all out there for God and
everybody to see is still a "black box" to kids (some kids?). If
that's what experienced K-12 teachers think is true for kids, I'd like to
know more about that. What mysteries remain in kids' brains when we first
develop with them a simple model, with all its assumptions (presumably)
laid out for them to see, and we simulate it? What's still "black"?
Finally Larry said...
> If we dwell too long on only illustrating, we may build only the
> "confidence" and not the parallel skepticism necessary in order to use the
> models to shape our "new learning" to its fullest.
Presumably, that good skepticism comes after playing and learning with
models for a while, seeing good models and bad ones. But the earlier
posting to the list that started all this suggested if we stick to
"illustrating" with simulation we may not build the necessary motivation
in kids to keep at this systems stuff 'til it bears fruit for them.
Sounds like nasty competing forces at work here -- too much illustrating
yields low or no motivation, not enough illustrating yields low or no
understanding, and low motivation (from lots of illustrating) also yields
little understanding (from boredom). I hope you all have figured out how
to balance these. What cues from the kids do you use?
...GPR
Xxxxxxxxxxxx
From: Dan Barcan <dbarcan@cpcs.chtr.k12.ma.us>
To: 'k-12sd' <k-12sd@sysdyn.mit.edu>
Subject: RE: Teaching systems
Date: Wed, 29 Sep 1999
I would also love to see some simple and unpredictable models.
Introducing surprise into the classroom - not as some sort of seductive
fireworks display, but as a way to get kids to question and solve
problems - is great. Are there some "classics" (aside from the
skyrocking of compound interest) that people recommend?
Dan Barcan
Chelmsford (MA) Public Charter School
Xxxxxxxxxx
Date: Thu, 30 Sep 1999
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Cc: Janis Dutton niall cmcquill <jldutton@iac.net>
Subject: Re: ST and children's development
Janis Dutton wrote:
> How do the disciplines of Mental Models, Personal Mastery, Shared
> Vision, and Team Learning work throughout children's development?
>
> Some specific questions for those of you who work with the learning
> disciplines, for example:
>
> When do you begin with each of the disciplines? How do you start, and
> is there also a pattern of complexity? Are there some obvious
> leverage points developmentally?
I like the question, Janis, and I also don't know whether this would
take the list too far afield. Let's see. :-)
To my mind there is a crucial aspect of the learning disciplines which
is independent of, and poorly represented in, SD (although possibly not
ST). This is the idea of the emergence of properties of the whole system
which can be considered as having an independent effect in their own
right upon the parts of the system. This idea relates to all the
disciplines, but particularly to the discipline of Shared Vision, since
this is typically the central means by which the emergent properties of
a team play a role in affecting the behaviour of the individuals in the
team. If I perceive my team (class/school/organisation) vision as being
concerned with ecological issues, then this will play a part in
influencing my behaviour to the extent that I identify with that team.
Of course, the vision of the team is ultimately created from the visions
of the individual team members, of which I am one, so the circle of
influence is then complete: Me <-> Team.
The point here for me is that vision plays a unique role in creating an
independently functioning team from a set of individuals. While your and
my behaviour may be in apparent conflict, as soon as we establish the
existence of a common shared vision, we have the opportunity to work
together. Moving up from behaviour to vision is ultimately _the_ single
process which brings people together - whether in political or
industrial negotiation or in falling in love. And the crucial question
in moving up from behaviour to vision is: "What do I get from this,
which is even more important to me?"
I'm particularly eloquent on this subject right now because it just so
happens that my wife and I designed a Religious Education workshop for
14-15 year-olds last weekend which investigated precisely this issue.
The workshop was about examining personal goals, and in particular
investigating the distinction between immediate, behavioural, goals and
longer-term, visionary, goals. Two things became apparent for us in
designing the workshop and in the later results of that workshop:
1. The 14-15 year-old agegroup was particularly open to consideration of
life goals and longer-term vision because of their growing awareness
that they will soon have the freedom to choose a career. Whether younger
children would have the motivation to discuss this topic I don't know,
but I suspect that it would prove significantly more difficult.
2. Within the group there was a significant spread of willingness to
engage in seeking visionary goals. When talking about job choices, one
student said: "I just want a job which earns lots of money". My wife
confronted him with the question: "What will you do with the money: what
does lots of money get for you which is even more important?", and he
moved slowly up the ladder of values towards vision, but not nearly as
readily as most of the girls, for instance.
Well, this does seem a long way from SD, doesn't it? However I stand by
my idea that this idea of vision and intention is one which still needs
to find adequate expression in SD. And I think my answer to your
question about developmental leverage points is that vision and anything
relating to team-building will probably become easier as children
approach adulthood. Which, of course, is not to say that groundwork
can't start looong before that!
All the best,
Niall.
--
We have only the world that we can bring forth
with others, and only love helps us bring it forth.
Dr. Niall Palfreyman mailto:Niall.Palfreyman@assyst-intl.com
assyst GmbH, Henschelring 15a
85551 Kirchheim bei Muenchen Tel: ++49-89-90505-230
Germany. Fax: ++49-89-90505-102/3
Xxxxxxxxxx
Date: Thu, 30 Sep 1999
Subject: Re: Teaching systems
From: "Curriculum Office" <dgibson@vismt.org>
To: "k-12sd" k-12sd@sysdyn.mit.edu
>It does not just "illustrate" -- it is the tool for
>uncovering understandings.
Richardson's point is not trivial at all - that we should take stock of what
is being displayed in the graphical representations. Whenever I show "data
experts" what little I am begining to understand about systems modeling, one
question is sure to come up. They say, "Aren't you just getting back what
you've put in here?" [No, I'm getting back a whole lot more than I thought
could possibly be *IN* here in the first approximation, and a sense of
humbleness of what might possibly be involved if I keep going to understand
a system and its context in greater detail.]
I wonder if the data experts question reveals the conventional hold simple
relationships have on mental
models of displaying "results" and what can be "found" in data. Your point
reminds me of the difficulty of envisioning "surprizing behavior" let alone
"emergence" in the systems we think we understand.
wWw - wWw - wWw - wWw - wWw - wWw - wWw
David Gibson dgibson@vismt.org
Xxxxxxxxxxxxx
From: DessaDancy@aol.com
Date: Tue, 28 Sep 1999
Subject: Re: curriculum for eighth graders
To: k-12sd@sysdyn.mit.edu
Hi
Here's a couple more ideas.
I really like using the Credit Card model from the Demo Dozen. It's quite
simple, yet the results are surprising. This model asks you to sketch what
you think the outcome will be before running the model. It's also fascinating
to then modify this model to see what would happen if you had deposited those
payment into a savings account over the same period of time. This is quite
rich learning I think.
Kids can become familiar with STELLA by building a totally simple linear
model of saving money with no interest, (e.g., $5/week or $20/month for 120
months). They can then experiment with their models by adding interest,
compare these results to the linear model, and then try out other ideas. They
can build models to think about their own finances (using actual amounts
and/or what-if ideas). This can be personal, fun, and empowering - and quite
a lot of learning about how to use system dynamics to explain and try out or
test ideas begins to happen. Working with a partner or small group increases
the ideas, problem solving, and learning. Some kids might enjoy using STELLA
to figure out how to become a millionaire.
The Demo Dozen also contains other introductory models. These can be
downloaded from the Waters Center at Trinity College website:
http://www.trinityvt.edu/waters/new.htm#top
I think that Teresa's suggestion about integrating systems thinking tools
into modeling lessons is really good advice. To introduce middle school
students to systems thinking concepts, some of the activities in "An
Introduction to Systems Thinking and System Dynamics" are effective and easy
to use. This packet is available from the CLE and is listed as MIDDLESSK in
the Systems Education section of their List of Materials.
Have fun!
Dessa
Xxxxxxxxxxx
From: "Chris Shamburg" <cs272@columbia.edu>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: Re: Case studies involving systems thinking in education
Date: Mon, 27 Sep 1999
A good study is in Dynamic Classrooms... I'm sorry I don't have the exact
citation.
(Moderator adds: "Classroom Dynamics: Implementing a Technology-Based
Learning Environment" by Ellen B. Mandinach and Hugh F. Cline, 1994,
Lawrence Erlbaum Associates, Hillsdale, NJ)
ETS did an extensive study/project integrating systems thinking and Stella
with several schools across the country.
Chris
---------------------------
Peter Duckett wrote:
<........ Can anyone point me to case studies involving systems
<thinking or systems dynamics in education? (If k-5 language arts were
added to the
<mix, that would be sterling!
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End of September