Coevolving Innovations

… in Business Organizations and Information Technologies

Slides and audio of our joint talk at the RSD5 Symposium on the experiences and learning about leading systems thinking courses are now available.

Over five years, the Creative Sustainability program evolved from pilot into full practice with a series of courses.  In reflection, the course instructors better learned how to guide students through teaming, mindset, methods and theory.

The presentation is titled “Curriculum Making for Trito Learning: Wayfaring along a meshwork of systems thinking”.  With such a dense title for the Relating Systems Thinking and Design Symposium, our aim was to explain what those chosen words meant.

Audio [20161015_RSD5_Ing_Nousala_CurriculumMakingTrito.mp3]
(29MB, 29m44s)
[20161015_RSD5_Ing_Nousala_CurriculumMakingTrito_3db.mp3]
(volume boosted 3db, 29MB, 29m44s)
[20161015_RSD5_Ing_Nousala_CurriculumMakingTrito6db.mp3]
(volume boosted 6db, 29MB, 29m44s)
Video HD (29m44s)
H.264 MP4 [1280×720 384Kbps m4v]
(89MB)
[1280×720 5000Kbps m4v]
(96MB)
WebM [1280×720 279Kbps webm]
(89MB)
[1280×720 384Kbps webm]
(197MB)

The streaming media adds the slides to the audio presentation.  In person, in Toronto, we had two instructors from the course speaking: David Ing and Susu Nousala.

Here’s the officially published abstract:

In winter 2016, the Systems Thinking 2 course in the Creative Sustainability (CS) program at Aalto University was led by one of the original curriculum developers from 2010. Over five years, the core CS curriculum had evolved, allowing the level of learning amongst student to advance to a higher level. While this winter 2016 cohort of students was challenged by the intensiveness of the course, satisfaction in the learning appeared to be high.

Following the phenomenological ecological practice theory of Tim Ingold, curriculum making should not be framed primarily as a transmission of information, but instead as a togethering environment where knowledge reproduces amongst the learners. Becoming an authentic systems thinker has each individual progressing on a unique line, wayfaring through an education of attention. Each learner builds on his or her distinct prior experience to stake a position on new ideas, observe the positions of others, and describe a new synthesis in a meshwork of knowledge.

The Systems Thinking 2 course was launched with a orientation where students groups were given 3 weeks to digest references into a group position. Each group then guided classmates through ideas that resonated for them, often amplified through metaphorical stories and exercises. Challenge groups inquired on the positions staked, surfacing deeper questions in dialectic. Each student was then to write a short blog post within a day or two on his or her learning, encouraged on public online web sites where the instructor would comment. Concluding the course, the student groups each prepared an infographic highlighting the most salient content not just of their original positions, but of their appreciation of systems thinking across all they had heard within the past three weeks.

In the logical categories developed by Gregory Bateson, the value of Systems Thinking 2 is in elevating students to becoming trito learners, beyond the levels of proto learning and deutero learning in the prior core courses. These skills are expected to help reduce the commission of errors of the third kind (E3) and fourth kind (E4), in a meta-system of inquiry described by Ian Mitroff.

Patricia Kambitsch created a sketchnote during the presentation.

Sketchnote by Patricia Kambitsch

For people who prefer visuals at their own pace, the slides are available for download.

November 13th, 2016

Posted In: systems, universities

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Design professionals were attracted at the RSD5 (Relating Systems Thinking and Design) Symposium to a preconference workshop on October 13 at OCADU in Toronto, with the following abstract:

Since 2014, an international collaborative of design leaders has been exploring ways in which methods can be augmented, transitioning from the heritage legacy focus on products and services towards a broad range of complex sociotechnical systems and contemporary societal problems issues. At last year’s RSD4 Symposium, DesignX founder Don Norman presented a keynote talk on the frontiers of design practice and necessity for advanced design education for highly complex sociotechnical problems. He identified the qualities of these systems as relevant to DesignX problems, and called for systemics, transdisciplinarity and the need for high-quality observations (or evidence) in design problems.   Initial directions found were proposed in the first DesignX workshop in October 2015, which have been published in the new design journal She Ji.  In October 2016, another DesignX workshop will be held at Tongji University in Shanghai, overlapping with the timing of the RSD5 Symposium.

We propose to sustain the relationships between RSD and DesignX with this RSD5 half-day workshop, to explore the relationships between systemic design, existing educational programs and the DesignX agenda. We invite RSD participants engaged in both of these contexts to join in a collaborative discussion aimed at further developing the design and education agendas in these discourse communities. We aim to capture experiences and insights from design leaders, educators and practitioners in Toronto, as input, validation and/or suggestions for further development of the DesignX direction.

The morning started with 26 participants, who were briefed on the context for discussion, and given some instructions on a suggested approach.

di_20161013_082521_rsd5_ocadu_designxsystemicdesign_instructions.jpg

The participants broke up into 5 groups for an open discussion over 90 minutes, and then gave brief verbal recaps supported by flipcharts on which that had collaborated.  For the impatient, here are some initial summaries expressing voices on emergent issues, that may serve as a basis for further inquiry.

Group 1‘s discussion centered on social designers:

  • For a design professional, what can a community of practice do to develop our roles as social leaders on multidisciplinary teams for change?

Group 2‘s discussion centered on design educators:

  • For a design educator, what specialized expertise requires preparatory knowledge and practices enable participants (citizens) to engage and lead transformations extended from the lab and studio to the arena and agora?

Group 3‘s discussion centered on designers working in policy:

  • For designers working in policy, what can and should they do that others can’t do?

Group 4‘s discussion centered on designers engaged with stakeholders:

  • For designers engaged with stakeholders (customers to planet), what are the value(s) associated with the products and services cocreated in the bigger system?

Group 5‘s discussion centered on design learners:

  • For design learners, what is the best way to continue ongoing learning with real life that includes learning by failing?

Comments on refining these questions are welcomed at the foot of this post, or through private communications.


Context

Susu Nousala chaired the workshop.  The agenda was to explore together what people know, think, feel and experience about the field of design in relation to the DesignX and Systemic Design initiatives.  On the wall was a shrub (initially envisioned as a tree) of quotations on DesignX, published in She Ji.

di_20161013_082452_rsd5_ocadu_designxsystemicdesign_sn.jpg

Some excerpts were read out, and participants were welcomed to come up to refer to the text during the discussion period.

November 9th, 2016

Posted In: design, systems

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Dear Microsoft: After a 4-year separation with Windows 7, the constructive divorce that you’ve set for Windows 10 on July 29, 2016 will come into force.  I’ve just spent 30 hours trying to make things work.  I know that Lenovo says that the Windows 10 upgrade should work, but we’re spending so little time together that I don’t have energy to keep fighting.

We never really got married.  There was a time that I was spending up to 12 hours per day with you.  Our relationship has a long history:

  • 1. Courtship (1992-1996)
  • 2. Shotgun wedding (1996-2008)
  • 3. Open relationship (2008-2012)
  • 4. Separation (2012-2016)
  • 5. Divorce (2016)

Over the past few days, the messages you’ve been giving me have been more than frustrating.

On the Thinkpad X200, you told me “We couldn’t install Windows 10”,  and “0xC1900101 – 0x20017 The installation failed in the SAFE_OS phase with an error during BOOT operation” five times over 24 hours.

We couldn’t install Windows 10. 0xC1900101 – 0x20017 The installation failed in the SAFE_OS phase with an error during BOOT operation.

The BIOS is up to date and antivirus was removed.  I tried with both the automated installation and Media Creation Tool on USB, both with and without the online updates.  There were also long “Checking for update” delays, where I had to intervene.

Maybe upgrading on older Core 2 Duo Penryn computer isn’t worthwhile.  I then turned my newer computer, a Core i7 Ivy Bridge.

Trying on the Thinkpad X230 Tablet, you told me “Something happened”.  “Sorry, we have having trouble determining if your PC can run Windows 10”.  This computer is on the “Lenovo supported systems list for Windows 10 Upgrade“, so is the trouble my fault or your fault?

Something happened determining if your PC can run Windows 10

You led me to the Windows Update Troubleshooter, which found that the “Service Registration is missing or corrupt”.  The automated install didn’t fix everything, so I spent 15 minutes copying-and-pasting commands manually into a terminal window.  Thanks, that fixed the Service Registration problem. However the “Something happened” message is unchanged.

I’m not new to intense relationships.  I have to admit to not being fully committed to Microsoft for some decades.

1. Courtship (1992-1996)

June 26th, 2016

Posted In: technologies

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Video and audio recordings of my lecture for the Urban Systems course at Aalto University in February have now been produced.  While I was in Finland teaching in another department, I was asked to lecture on Smarter Cities.

Here’s the abstract that was sent in advance:

The popularization of the Smarter Cities movement coincided with IBM’s campaign originating from 2009. The Smarter Cities ideas was an outgrowth from the Smarter Planet initiatives, which had emerged from the IBM Global Innovation Outlooks beginning in 2004.

This speaker was a consultant at IBM involved in Smarter Cities engagements, while simultanously conducing research into Service Systems Science.

The evolution of ideas both outside and inside IBM are reviewed, through a history of (i) systems sciences; (ii) service science, management, engineering and design (SSMED), (iii) service systems science; and (iv) smarter planet and smarter cities. Looking forward, the prospects for the (v) cognitive era and a (vi) service systems thinking is outlined.

Audio [20160210_Aalto_UrbanSystems_Ing_SystemsCoevolving.mp3]
(79MB, 1h22m24s)
[20160210_Aalto_UrbanSystems_Ing_SystemsCoevolving_plus3db.mp3]
(volume boosted 3db, 79MB, 1h22m24s)
Video HD (1h22m09s)
H.264 MP4 [1280×720 417Kbps m4v]
(270MB)
[1280×720 3779Kbps m4v]
(2.3GB)
WebM [1280×720 316Kbps webm]
(270MB)
[1280×720 3604Kbps m4v]
(2.4GB)

As a quicker reference, the slides may be useful if fast-forwarding to a specific section is desired.

presentation slides for Systems Coevolving: Sciences, Service, Smarter, Cognitive

May 29th, 2016

Posted In: services, systems

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Concluding 3 intensive weeks of content immersion, eight student groups created infographics of the ideas that resonated with them from the “Systems Thinking 2” class in the Creative Sustainability program at Aalto University.  Each group had been given 3 weeks in advance to prepare content to lead a learning discussion, staking a position on a list of references.  As students participated in the intensive sessions, the broader contexts reshaped those positions into a broader appreciation of the breadth of systems thinking. The initial positions and concluding syntheses were:

  • 1. Appreciative systems, futures → Into the Future with Systems Thinking
  • 2. Boundary, inquiry, perspectives → Systems thinking — synthesis
  • 3. Learning categories, postnormal science, ignorance → Systems Thinking from learning and knowledge making perspective
  • 4. Dialogue, engagement, intervention → Systems thinking from a dialogue perspective
  • 5. Ecosystems, collapse, resilience → What is the purpose of understanding the differentiation between complexity and complicatedness in systems thinking
  • 6. Coevolution, turbulence, anticipatory systems → Anticipatory systems, turbulence and coevolution
  • 7. Living systems, viable systems, metabolism → How to make STEW (Systems Thinking Endless Wisdom)
  • 8. Social-ecological systems, regime shifts → Systems? No problem!

The ending infographics represent a synthesis of the content from the course, each group having traced a different path. To rebalance team sizes, a few individuals migrated to a different group.  Some anchored more on the content they had led, while others chose to strengthen linkages to other ideas.

Into the Future with Systems Thinking

1. Appreciative systems, futures → Into the Future with Systems Thinking

Group 1 read through a cluster of references on appreciative systems and futures and a map of the basic ideas to produce a presentation slide set.

Appreciative systems, futures

The concluding infographic by Fahimeh Foutouhi, Petra Tammisto, Riikka Ikonen, Marta Jaakkola and Anna Muukkonen additionally swept in dialogues, learning, social ecological systems, complex systems and anticipatory systems.

See the Into the Future with Systems Thinking infographic as 900px width or as 600px width.

Systems thinking - synthesis

2. Boundary, inquiry, perspectives → Systems thinking — synthesis

Group 2 worked through a cluster of references on boundary, inquiry and perspectives and a map of the basic ideas to produce a presentation slide set.

Boundary, inquiry, perspectives

The concluding infographic by Miguel Fonseca, Annina Lattu and Jennifer Pitkänen put a higher emphasis on learning (a cluster of references led by Group 3), wrapping in ideas of resilience, turbulence, anticipatory systems on top the content for which they were primarily responsible.

See the Systems thinking — synthesis infographic as 900px width or as 600px width.

Systems Thinking from learning and knowledge making perspective

3. Learning categories, postnormal science, ignorance → Systems Thinking from learning and knowledge making perspective

Group 3 focused on a cluster of references on learning categories, postnormal science and ignorance and a map of the basic ideas to produce a presentation slide set.

Boundary, inquiry and perspectives

The concluding infographic by Emma Berg, Melanie Wolowiec and Lilli Mäkelä added in participation, judgement and anticipation, with larger contexts of cultural systems and biotic systems.  Additionally, they charted a reference timeline of the articles from the course depicting the importance of the content longitudinally.

See the Systems Thinking from learning and knowledge making perspective infographic as 900px width or as 600px width.

March 9th, 2016

Posted In: systems

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The average Canadian worker has (at least) some college or university education.  This fact is counter to presumptions in a question on the first day at the World Economic Forum by Fareed Zacharia, in an interview with Canadian Prime Minister Pierre Trudeau.  Zacharia asked:

What do you say to the average worker in Canada, who may not have a fancy college degree — and I’m thinking about the average worker in America or in Europe, as well — who looks out at this world and says “I don’t see what globalization is doing for me.  The jobs are going to South Korea and China and Vietnam and India.  Technology is great, but I can’t afford the new iPad Pro, and more importantly, this technology means that it increasinly makes me less valuable.  Why shouldn’t I be angry and involved the politics of progress?”

The response by Trudeau spoke to the Fourth Industrial Revolution, the theme of the Davos conference.  He didn’t actually respond to the presumption on education.

In a national picture of educational attainment:

In 2012, about 53.6% of Canadians aged 15 and over had trade certificates, college diplomas and university degrees. This was an increase of 20.9 percentage points since 1990.

Level of education, 15 years of age and over, 1990-2012 (percent)

Learning – Educational Attainment, Employment and Social Development Canada

… says “The Indicators of Well-Being in Canada (2016)“, by Employment and Social Development Canada.

In the Economic Indicators for Canada,

Between 1999 and 2009, the proportion of adults aged 25 to 64 with tertiary education in Canada increased from 39% to 50%. In 2009, Canada had the highest proportion of the adult population with tertiary education among all reporting member countries of the OECD. By comparison, the 2009 OECD average was 30%.

Population aged 24 to 64 with college or university education and their employment rate, Canada, provinces and territories, and selected OECD countries 2009

Population aged 24 to 64 with college or university education and their employment rate, Canada, provinces and territories, and selected OECD countries 2009

… says Statistics Canada in “Educational Attainment and Employment: Canada in an International Context (February 2012)“.

If there’s going to be another industrial revolution, an educated population should be better positioned for it.  What’s the fourth industrial revolution?  The World Economic Forum describes “The Fourth Industrial Revolution: what it means, how to respond“:

January 20th, 2016

Posted In: economics, education, systems, technologies

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