November, 2001

November, 2001

Date: Wed, 07 Nov 2001

From: Niall Palfreyman <niall.palfreyman@fh-weihenstephan.de>

To: K-12 discussion group <k-12sd@sysdyn.mit.edu>

Subject: Learning Organisation experts in Germany

I teach Bioinformatics at Weihenstephan University of Applied Sciences

in Germany, and I have recently been appointed Dean of Academic Studies

for the university. This means that my specific concern is with the

quality of learning at the university. I am planning on widening the

commonly accepted extent of this brief to include not only the learning

of the students, but also of the university staff. In short, I have the

opportunity I have always wanted: to introduce the Learning Organisation

disciplines into a university at the topmost level.

I am currently considering exactly how I want to do this (and I would be

grateful for suggestions!), but I have already decided that the first

step is to arrange a get-away weekend next year for interested

university staff. We would gather in a hotel somewhere and discuss the

idea of the 5 disciplines, with a view to considering whether and how we

might introduce them into university life. Now for such external

meetings it is always helpful to have an external moderator/consultant,

which brings me to my actual question in this post:

Does anyone know of a good German-speaking consultant who would be a

good choice to lead such a weekend? I don't yet know how how big the

budget would be, but I certainly imagine we could fetch in someone from

the Europe area.

Best wishes,

Niall Palfreyman.

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

Date: Mon, 12 Nov 2001

Subject: On using what we believe

From: Tim Joy <tjoy@jps.net>

To: K12 <k-12sd@sysdyn.mit.edu>

Good day--and peace--to all!

I have been wondering what people are doing in their classrooms since

September 11. Specifically, what are some samples from classroom use that

underscore the benefits and insights that system dynamics can bring to this

discussion?

Tim Joy

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

Date: Fri, 09 Nov 2001

Subject: Learning Organization experts in Germany?

To: k-12sd@sysdyn.mit.edu

From: "Khalid HAFEEZ(CMS)" <K.Hafeez@shu.ac.uk>

Dear Colleague,

Conference Session: Knowledge Management and Learning

The 2002 International Conference on Machine Learning and Applications

(ICMLA'02) will be held in Las Vegas, Nevada, June 24 - 27, 2002. The

conference will cover both theoretical and experimental research results. More

details of the conference programme can be viewed on:

http://www.cs.csubak.edu/~icmla

You are invited to submitted a paper in a related area of knowledge management

and learning. The topics of interests include (but not restricted to):

Machine learning and knowledge management

Knowledge management tools & technologies

Knowledge management strategy & methodologies

Knowledge management in education and training

Organisation learning

Intellectual capital and core competence management

Innovation in Information Society

Knowledge taxonomies

Knowledge creation, and processing

CSCW & HCI

Submission of case studies describing knowledge management & learning

applications in fields like medicine, business, and industry is strongly

encouraged.

Submission of Papers:

Authors will need to submit three copies of their paper; max 7 pages;

single-spaced; standard font size (11 or 12) to K. Hafeez (see the address

below ). E-mail submissions are also acceptable. Papers must not have been

previously published. The paper that is submitted to multiple conferences

should clearly state this information. The first page of

the paper should include:

- title of the paper, names, email addresses, the affiliations

- the postal address, telephone number, and fax number for the first or

corresponding author only

- abstract of maximum of 150 words

- a list of max 5 keywords

Keydates

January 14, 2002 (Monday) : papers (max 7 pages) due

April 01, 2002 (Monday) : notification of acceptance

April 22, 2002 (Monday) : camera-ready papers & Pre-registration due June 24

through 27, 2002

Acting as a reviewer

If you are interested in to act as a reviewer for this track, please indicate

at the very first instance. All reviewers would appear as member of the Program

Committee in the Conference Proceedings.

Dr K Hafeez MILT., MSDM, MIEEE

Principal Lecturer in Information Systems

School of Computing and Management Sciences

Harmer Building, Howard Street, Sheffield Hallam University, Sheffield S1 1WB,

UK.

+44-(0)114-2253438 (direct line): +44-(0)1142253161 (Fax number)

K.Hafeez@shu.ac.uk

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

From: Geof Kledzik <geof@Family-Resources.org>

To: "'k-12sd@sysdyn.mit.edu'" <k-12sd@sysdyn.mit.edu>

Subject: Teens understanding poverty

Date: Tue, 13 Nov 2001

Is anyone using Systems Thinking with high school teens in helping them to

understand poverty? If so, I wanna talk with you. Please email me.

Geof A. Kledzik

Youth Development Leader

Family Resources, Inc.

voice (727) 552-1466

pager (727) 892-0293

fax (727) 550-4054

www.Family-Resources.org

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

Date: Mon, 19 Nov 2001

From: Steve Kipp <skipp@glynn.k12.ga.us>

To: k-12sd <k-12sd@sysdyn.mit.edu>

Subject: On using what we believe

I have been wondering what people are doing in their classrooms since

September 11. Specifically, what are some samples from classroom use that

underscore the benefits and insights that system dynamics can bring to this

discussion?

Tim Joy

In addition to the retaliation model (social studies) shared in a previous

posting, a couple of middle school literature classes have lent themselves to

addressing Sept. 11 issues:

1) 7th Grade- Short story "Barrio Boy", by Ernesto Galarza- We identified

variables "pride in his own culture" and "acceptance of other cultures" (or

something like that) from the story; in which both variables increase overall in

the story. Then they drew their own BOTG of what can happen with these two

variables in real life. Although some graphs were "smoother" than others, two

families of graphs emerged: those who saw it as a zero-sum (one must go down as

the other goes up), and those who saw it as a win-win situation (both go up, as

in the story). I drew these two general cases on the board, and we labeled them

"competitive" and "appreciative" (you could also call them "nationalist" and

"globalist", or whatever, depending on your desired results). Which one is more

natural? Competitive. Which is more human, a higher way? Appreciative. How do we

develop this appreciative view? We ended up roughly outlining a progression:

intolerance -> tolerance -> showing respect & gaining knowledge -> appreciation.

Note that mere tolerance (a popular buzzword) is much lower on the scale than

appreciation! Do we always appreciate everything about other cultures, even

after we have offered respect and gained knowledge? Keep it real, no. Is that

OK? Yes. We finished with an in-class essay question "What can you do in your

everyday life to help yourself and others to develop an appreciative view?", and

a (way too brief) discussion to tie it all in with current events. This was a

teacher and class new to systems, and I was starting slow, but you could go much

deeper with this, e.g. these are both reinforcing loops, appreciative view is

"same-same" and competitive view is "opposite-opposite".

2) 7th Grade- Short story "Three Skeleton Key, by George T. Toudouze- This story

opens the door to an examination of the dynamics of fear. The teacher and class

started with BOTGs of "Fear" for each of three characters, who responded

differently to identical events in the story. They then developed a generalized

S/F diagram, with "Fear" as the main stock; this S/F diagram was linear, based

on "fearful events" and "fear relieving events" driving the increase and

decrease of fear. But this doesn't explain why the characters reacted

differently to the same events. So we had to introduce some feedback! Fear

increase is affected by "dwelling on it" (reinforcing loop) , and fear decrease

is affected by "coping" (balancing loop). The teacher added these converters to

the S/F the next day. This is a teacher in her second year of systems work, and

a fresh crop of students, so I converted their S/F into a model. What seemed to

work was making the *rates* of dwelling and coping also affected by the level of

fear, so there is a double loop governing both the increase and the decrease of

fear. This leads to some nice "threshold" behavior, which actually turned into

the focus of the lesson (later, in some classes, we returned to individual

differences in rates of coping and dwelling- manipulated by changing graphical

functions- as determinants of where peoples' thresholds lie). A series of four

models builds the lesson: 1) linear, based on fear events, 2) dwelling only, 3)

coping only, 4) dwelling and coping. I've attached the last model, it worked

well as a demo of thresholds by starting with "fearful event" of ten, and

increasing this by ten more each run. They predicted before each run, of course.

Just when they think they've got the pattern down, the model surprises them, so

it's interesting and fun. In some classes we had time to really dig down into

the graphical functions, these were the best. But they all got the concept of

threshold of fear. They said, "but how are we supposed to learn not to dwell,

and how to cope" ...we basically told them "that's up to you, it's different for

everyone, but get help when you need it", and we briefly brainstormed some

strategies for learning coping instead of dwelling.

Enjoy; feedback is always welcome!

Steve Kipp

"I believe that really profound change can't be imposed; it has to be nurtured.

We must unleash the forces of innovation and the passion of individuals, and top

down solutions won't do that."

-Peter Senge

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

Date: Tue, 27 Nov 2001

Subject: Presentation for 2002 ST/DM conference

From: Lees Stuntz <stuntzln@clexchange.org>

To: ListServK 12 <k-12sd@sysdyn.mit.edu>

Interested in presenting at the 2002 conference June 29 - July 1, 2002 at

the New England Center in Durham, New Hampshire?

The theme of next summer's conference will be "Meeting Challenges through

Systems Thinking and Dynamic Modeling," emphasizing the learning gained from

the last 12 years of work in K-12 systems education as well as the

challenges we have encountered and those that remain ahead. The conference

will include the following topics:

® Successive improvement-how have we done it, what are the markers of our

failures and triumphs?

® Case studies approach-where has SD made a difference both in education and

in the world?

® Many people enter systems education through various doors. How do we

create paths from those doors? What paths have worked or have not worked?

® System Dynamics as a vehicle for collaboration and questioning.

® Tools for understanding.

® The future of SD/learner-centered learning in K-12. How can we contribute

toward it?

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 that 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. Appropriate

long sessions (3 hours) will be considered for the workshop session,

especially for training at any level or games such as Fish Banks.

Process for submitting presentations for sessions:

® Feb. 1, 2002-Submit an abstract that includes the context and history of

the session topic and the experience level of expected participants.

® Mar. 1, 2002-All authors will be notified of the status of their

submission.

® June 1, 2002 -A final outline/ presentation or paper due for incorporation

into the conference CD.

May God help us eliminate hate and fear from our hearts.

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

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

Date: Tue, 27 Nov 2001

Subject: 2002 Systems Thinking and Dynamic Modeling conference

From: Lees Stuntz <stuntzln@clexchange.org>

To: ListServK 12 <k-12sd@sysdyn.mit.edu>

Systems Thinking and Dynamic Modeling Conference for K-12 Education:

Meeting Challenges through Systems Thinking and Dynamic Modeling

New England Conference Center

University of New Hampshire, Durham, NH

June 29 - July 1, 2002

The conference will run from registration

Saturday morning, June 29, to Noon, Monday, July 1.

Call (978-287-0070) or e-mail (milleras@clexchange.org): Andi Miller at the

Creative Learning Exchange for further information

Keynote Speakers: Barry Richmond and Peter Senge

The Systems Thinking and Dynamic Modeling Conference will provide resources

and opportunity for educators and interested citizens to explore what is

current and possible in K-12 systems education. The Conference is designed

to involve experienced individuals as well as novices in K-12 systems

education.

· Teachers

· Administrators

· Curriculum coordinators

· Citizen advocates

· Business partners for schools

Presenters include:

· Teachers and administrators actively involved in systems education across

the country and internationally

· Internationally known speakers and professors in the field of systems

thinking and system dynamics

Our presenters and attendees will address multiple interests:

· Use of systems tools in both classrooms and organizations

· Learner-centered learning and dynamic modeling as part of the curriculum

· Current action research initiatives

· Use of systems tools to facilitate critical thinking

· Improving the quality of education within local schools

· Lifelong learning and creativity in students and teachers

Our goal is to help students/future employees be self-motivated and have the

critical thinking skills necessary to look at dynamic systems in an

increasingly complex technological society.

The conference program topics include:

· Successive improvement-how have we done it? What are the markers of our

failures and triumphs?

· Where has SD made a difference? How do we assess ourselves?

· Systems Education Pathways-from varied entry points, which paths have/have

not worked? How do we create them?

· System Dynamics-a vehicle for collaboration and questioning

· Tools for understanding in the classroom and in school administration

· Presentation of systems curricula developed by teachers

· Games that illustrate a systems perspective

· Time to exchange ideas with others about systems education for K-12

The conference will be held at The New England Center (NEC), Durham, New

Hampshire. It's hard to imagine a conference center and full-service hotel

in a more perfect setting. Located only 1 hour from Boston and just 8 miles

from the NH seacoast and Interstate 95, the conference center and hotel

provide flexible meeting space, comfortable guest rooms with privacy and

lovely views, award-winning cuisine, and a pub open until late in the

evening.

The registration fee ($ 425.00) includes the conference, five (5)

meals-lunch and dinner on Saturday, breakfast and lunch on Sunday, and

breakfast on Monday-and a continuous break buffet.

There are three ways to register for the conference:

1. Register on-line at www.clexchange.org with credit card payment.

2. Fax your completed registration form (available at www.clexchange.org)

with credit card information to 978-287-0080.

3. Mail the completed form, with payment, to us.

Registrants must make their own lodging arrangements. To reserve a room at

the NEC, please complete the enclosed NEC room registration form (available

at www.clechange.org) and return it to the NEC. There are some rooms held

for early arrivals Friday night, June 28. Deadline for reservations is May

27, 2002. The hotel rooms may be sold out well before this date, so register

as early as possible to guarantee a room at the NEC.

Room Rates are: Single Occupancy - $109.00 per room, per night, plus 8% NH

tax* ($117.72) Double Occupancy - $119.00 per room, per night, plus 8% NH

tax* ($128.52)

Rooms in an adjacent dormitory are available from $45.00-$50.00 per night.

These dorm rooms do not include private baths or air conditioning. To

reserve a dorm room, call 603-862-1900 by May 27.

Other lodging options:

Days Inn, 5 miles away. For the special conference rate of $92.34, phone

603-742-0400 before May 27, and mention the CLE.

Marriott Courtyard, Portsmouth, NH, 10-20 minutes away. For the special

conference rate of $171.72, phone 603-436-2121 before May 27, and mention

the CLE.

To be assured of a place, especially at the New England Center, please

all reservations as soon as possible.

Transportation Information

Limousine Service from Logan Airport (Boston, MA) or Manchester, NH airport

to Durham: Hampton shuttle, 1-800-225-6426, 48 hours in advance, for

reservations; group rates are available.

Bus: C&J Trailways 800-258-7111, Logan Airport to Durham, NH, a 15 minute