April 2001

Date: Wed, 4 Apr 2001
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@clexchange.org>
Subject: Complex Adaptive System - Friend or Foe? (SD3161)

Lees sends to the List:
From: "Jim Hines" <jhines@MIT.EDU>
To: <system-dynamics@europe.std.com>
Subject: REPLY Complex Adaptive System - Friend or Foe? (SD3161)
Date: Sat, 31 Mar 2001 12:24:44 -0500
Reply-To: system-dynamics@europe.std.com

>... System Dynamics can not compete with the attractiveness of these
> high-tech state-of-the-art technologies to draw young people..."

Many years ago when doing work in expert systems was incredibly fashionable,
I had a friend who happened to be a Swami in the Kashmir Shavism tradition
and who was also interested in system dyanmics. I observed dejectedly that
work in expert systems was growing "like a weed", and system dynamics was
not. Swami said "Things that grow like weeds usually are weeds."

Regards,
Jim Hines
MIT
jhines@mit.edu

Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@clexchange.org
http://clexchange.org

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Date: Thu, 05 Apr 2001
From: Niall Palfreyman <niall.palfreyman@fh-weihenstephan.de>
To: K-12 discussion group <k-12sd@sysdyn.mit.edu>
Subject: Requests for "quickie" SD demo.

Hi,
I'm giving a 15 minute talk on Tuesday to school-leavers interested in
taking bioinformatics. Of those 15 minutes, 5 will be about our
bioinformatics course and 5 will be questions. That means I have 5
minutes in which to make the point that sequencing the human genome is
only a miniscule part of the work that needs doing. The problem is that
the genome sequencing only tells us the components in a complex network
system of switching circuits between genome and environment which
together determine the phenotype. This is an SD-type problem, and I want
to make the basic SD point in about 1-2 minutes that even simple systems
can behave in unexpected ways. This is where you come in.
Can anyone think of a quick, punchy demo that makes this point? I like
to use kinaesthetic demonstrations where possible. For example, maybe I
ask one person to do something and s/he does it with no problems. Then I
ask 2-3 people to do it together and it falls apart due to reinforcing
loops. Any suggestions? Something really simple and _physical_.

Thanks for your help,

Niall Palfreyman.

-------------

From: "luis alfaro" <luisalfarog@hotmail.com>
To: k-12sd@sysdyn.mit.edu
Subject: Introduction
Date: Fri, 06 Apr 2001

Hello:

I'm Peruvian Navy Officer and I´m starting in systems dynamics. I´m working with software Stella 5. I'm interested in the study of Peruvian Reality and especially Maritime Reality. We have a special geostrategy position in WCSA and look the future trade regarding APEC + ALCA. If do you know some papers to (use in the) research, please send me. I'm starting in this work and my working papers, I will send you.

Best Regards

Luis Alfaro

----------------------

Date: Fri, 6 Apr 2001
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Bill Barowy <wbarowy@lesley.edu>
Subject: Complex Adaptive System - Friend or Foe?

I think it is good to avoid what Bateson called a "schizmogenetic" response, that enhances division between two different cultures, and use our power tools to look at the dynamics of the situation. Logistic weeds describe niche populations that don't take over others, not finding the 'carrying capacity' to do so. On the other hand, what are the patterns for fast growing populations?
Since complex systems approaches are attempting to capture some aspects of dynamical behavior that system dynamics does not, perhaps there are insights all of us can gain through dialogue. If indeed complex systems get more and younger children thinking about systems, and thinking systemically, my hunch is that these children will be put on developmental paths that are more receptive to learning system dynamics.
IMHO of course.

-----------------------------

Date: Wed, 04 Apr 2001
Subject: Re: qualitative data
From: Carolyn Montgomery <montgome@ses.curtin.edu.au>
To: k-12sd k-12sd@sysdyn.mit.edu

From: Melinda Salazar <msalazar@cisunix.unh.edu>
>I'd like to know if anyone has experience with the software: NVIVO, a
>qualitative research coding tool. Or, can anyone recommend other
>ethnographic software (for a Mac, please.)

Melinda,

Try NUDIST. More details about NUDIST.....
QSR NUDIST is a software package for qualitative data analysis. At the
moment the latest is Version 5, version 4 is sold as a student package. It
is developed and manufactured by qualitative Solutions and Research Pty Ltd.
the software and documentation is distributed by SOLARI in America, Sage
Publications software.
What does NUDIST do?
NUDIST stands for Non-numerical Unstructured Data Indexing Searching and
theorising. it is a computer package that cn run on either Mac or PC
platforms that is designed to aid users in handling non-numerical and
unstructured data in qualitative analysis by supporting processes of coding
in an index system, searching text or searching patterns of coding and
theorising about the data.
NUDIST creates an environment in which you can create, manage and explore
ideas ad categories to minimise clerical routine and maximise flexibility
etc etc.

Carolyn Montgomery
Sc LA Manager
Carey Baptist College

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Date: Mon, 16 Apr 2001
From: "Allan Collins" <collina@irn.pdx.edu>
To: <k-12sd@sysdyn.mit.edu>
Subject: Conference Report

I just came back from the American Educational Research Association convention in Seattle. I was a bit dissappointed that there was only 1 special interest group (SIG) dedicated to systems. There were 4 presenters 3 of which talked about systems from the educational policy perspective.
Maybe next year there will be a much greater representation of the amazing work that is constantly being discussed here in this forum. Especially from the k-12 work.
Keep up the great discussions.

allan collins
portland state university

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Dear Subscribers to the K-12sd Discussion List,
We now have software that will "digest" messages to the master e-mail list. Currently, every message arrives separately to your "inbox." Some of you will want to continue that way.
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Nan Lux
Moderator, k-12sd Discussion List

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Date: Tue, 17 Apr 2001
From: "RICHARD TURNOCK" <Richard_Turnock@pgn.com>
To: k-12sd@sysdyn.mit.edu
Subject: Regression Analysis

Another unfortunate example of lack of systems thinking and not using dynamic modeling:

Over three days, The Oregonian newspaper published results of regression analysis of test scores versus parent education/income. They showed a linear relationship - test scores increasing with higher parent education/income. The line had a variance above and below the line to define "average" performance range. Any schools above the top of the range were labeled overperforming and below the bottom of the range were labeled underperforming.

http://www.oregonlive.com/special/oregonian/education/

The article made a big deal out of three school districts who refused to cooperate. The districts criticized the method and wouldn't give access to teachers for the reporters to interview during the workday.

Richard Turnock
Adjunct Instructor, Portland State University
Educational Services, Portland General Electric
Portland OR USA

--------------------------------

From: "james davidson" <jimd249@hotmail.com>
To: k-12sd@sysdyn.mit.edu
Subject: Introduction
Date: Tue, 24 Apr 2001

Dear all,

My name is James Davidson and I am a teacher at a technology college in Tonbridge, Kent, UK.
I am in the early stages of a PhD in systems dynamics and education at the Institute of Education, University of London.
I am reading through the major works and am keen to get my hands on ANYTHING with specific reference to system dynamics and education.
I would welcome any advise and guidance.

Yours, with thanks,

James Davidson.

---------------------

From: "John Gunkler" <jgunkler@sprintmail.com>
To: "K-12 Ed List" <k-12mas@sysdyn.mit.edu>
Subject: SD and education
Date: Wed, 25 Apr 2001

I'm sure you'll get lots of suggestions from others, so I'll confine myself
to the one article you should read immediately! It was written by Jay
Forrester, the founder of system dynamics, and is titled: "Learning through
System Dynamics as Preparation for the 21st Century." It is available
online as document number D-4434-1 in the Road Maps series, Road Maps
chapter 8. Road Maps are a series of learning exercises you can use to
teach yourself the rudiments of SD. They were prepared by students of Dr.
Forrester at MIT. Follow this URL to get the article and the rest of Road
Maps:

http://sysdyn.mit.edu/road-maps/home.html

Good luck!

John W. Gunkler
jgunkler@sprintmail.com

--------------------------

Date: Wed, 25 Apr 2001
From: "Charlotte M. Trout" <ctrout@isaac.williamsport.wa.k12.md.us>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Introduction

To James,

I am sure someone will recommend Schools That Learn - it just came out
last fall. Also, you might want to check out the Maryland Virtual High
School Web Site (mvhs1.mbhs.edu/mvhsproj/project2.html) and the CC-STADUS
website (www.cc-stadus.com). MVHS is/was a network of high schools across
the state of Maryland, many of which were using STELLA and developing
systems dynamics ideas and lessons. CC-STADUS is the central site for
systems dynamics in the Portland, Oregon school district. There is
another project in Arizona that is strong in the younger grades, but I
don't remember the name nor do I ever recall seeing a website that
contained lots of information. Hope this is what you are looking for.

* * * * * * * * * * * * * * * * * * *
Charlotte M. Trout
Williamsport High School
Maryland Virtual High School
ctrout@isaac.williamsport.wa.k12.md.us
phone: (301) 766-8423, 8424, 8427
fax: (301) 223-9610
alt e-mail: troutcha@mail.wcboe.k12.md.us
* * * * * * * * * * * * * * * * * * * *

----------------------------

Date: Mon, 23 Apr 2001
From: Raul Dorfman <rauldorfman@operamail.com>
To: k-12sd@sysdyn.mit.edu
Subject: From Kindergarten to Information Systems

(Dear K-12 List,)

I am a professional engineer graduated from the University of Buenos Aires.
I managed an interdisciplinary R & D team, which developed the first hybrid
circuit multimode cardiac implantable pacemaker circa 1980.

After leaving Argentina I worked in Canada, at the UBC in Vancouver, on shape
sensing and replicating systems as well on the biomechanics of walking.
I Also worked at the INSERM, in Paris, developing a pharmacological
bioelectric instrumentation system, used for research on the isolated and
perfused rabbit heart and kidney.

After these experiences I promoted the use of systems analysis and computer
modeling, as a tool to maximize results, and minimize the use of animals in
research.

I discovered that using a set of "systemic, sensory based, games" I could
develop a semantic net, to jump over disciplinary barriers and obtain better
results with a systemic approach.

I did "research" on systems teaching and learning, for "researchers".
I have found that joining the systemic approach, with the way children play
and learn, I was able to manage more efficiently high technology systems
analysis and synthesis teams.
Some teachers were interested in my line of work (including my wife, a music
composer) and asked if the same material could be developed for the elementary
school.
I prepared some material with enthusiasm and naivety.
UNESCO sent their experts to my conferences and they were kind enough to
promote my workshops, at many universities and organizations in several
countries.
At the Faculty of Communications in Buenos Aires I used almost the same
material to teach Systems and Technology to hundreds of undergraduate pupils.
The USA Academy of Sciences invited me to present my work in Washington and
Mexico. The Scottish Council for Educational Technology and International
Council for Computers in Education invited me to Edinburgh, (Please find
attached a copy of a 1988 summary of my seminar for teachers).
Since research and teaching is not a way of making a living in Argentina, I am
now an Information and Telecommunications Systems Consultant with experience
in SWIFT (Society for Worldwide Interbanking Financial Telecommunications) and
GEIS (General Electric Information Systems).
I keep my interest in Systems Teaching and Learning. I have request for this
type of material, as well as any other Systems Teaching and Learning
methodologies.

I believe that my material could be used as an introduction to System
Dynamics. If you are interested I will be glad in working together.
I am currently updating all the materials and developing a semantic net in
five languages: Spanish, Italian, Portuguese, German and English.

I want to expand the semantic net and answer the question: Is there a shape
language for all systems, including the immunitary system?
We are also programming the games, but here in Argentina, education and
scientific research do not have the necessary technological resources.

Many schools and research communities, in developed and developing countries,
could use the teaching tools kits, if they are made according to current
international standards of quality, scientific homologation and media
dissemination techniques.

I look forward to exchange comments and information.
Meanwhile I will be glad in reviewing all the very interesting MIT material I
am receiving.

Cordially yours
Raul Dorfman
Consultant
Former Cabinet Advisor, Argentine State Secretary of Communications.
------------------------------------------------------------
rauldorfman@operamail.com
------------------------------------------------------------

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Date: Wed, 25 Apr 2001
From: Steve Kipp <skipp@glynn.k12.ga.us>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Introduction

James-

These might be worth a look:
Senge, P. et. al. (2000). Schools that learn. New York: Doubleday.
Fullan, M. (1996). Turning systemic thinking on its head. Phi Delta Kappan, February, 1996.
Timperley, H., & Robinson, V. (2000). Workload and the professional culture of teachers. Educational Management &
Also, check out the Waters Foundation Web site and the Creative Learning
Exchange:
http://www.watersfoundation.org/
http://www.clexchange.org/cle_homepage.html
Administration, 28, 47-62.

Steve Kipp

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Date: Fri, 27 Apr 2001
To: k-12sd <k-12sd@sysdyn.mit.edu>, k-12mas@sysdyn.mit.edu
From: Linda Booth Sweeney <linda_booth_sweeney@harvard.edu>
Subject: Reply to Introduction

James

,
I share your interests. Here are a few references you may find helpful:
Sterman, J. (1994). "Learning in and about complex systems." System Dynamics Review 10(2-3): 291-230.
Roberts, N. (1978). "Teaching Dynamic Feedback Systems Thinking: An Elementary View." Management Science 24(8): 836-843.
Richmond, B. (1993). "Systems Thinking: Critical thinking skills for the 1990's and Beyond." System Dynamics Review 9(2): 113-134.
Ossimitz, G. n. (1996). The Development Of Systems Thinking Skills Using System Dynamics Modeling Tools. Bonn, Germany, Institute of Educational Research.
Mandinach, E. B. and H. F. Cline (1994). Classroom Dynamics: Implementing a Technology-Based Learning Environment. New Jersey, Lawrence Erlbaum Associates, Inc.
Forrester, J. (1992). System Dynamics and Learner-Centered-Learning in
Kindergarten through 12th Grade Education. Acton, Massachusetts, Creative Learning Exchange. D-4337.
Sweeney, L. B. and J. Sterman (2000). "Bathtub dynamics: Initial results of a systems thinking inventory." System Dynamics Review 16(4): 249-286.

My best,
Linda
---------------------------------
Linda Booth Sweeney
Harvard Graduate School of Education
e-mail: Linda_Booth_Sweeney@harvard.edu
tel: 617-354-1390
fax: 617-491-3496

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End of April 2001