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Education of the average Canadian worker and the Fourth Industrial Revolution

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.

… 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%.

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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.

… 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%.

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Systems Thinking 2 course, Aalto University, February 2016

As part of the Master’s Program in Creative Sustainability at Aalto University, I’ll be in Finland for 3 weeks in February, as an instructor.  I’m doing this as a favour for Katri Pulkkinen, who has been teaching the course since 2010, and felt that she needed some extra time to work on her Ph.D. dissertation.

Systems Thinking 2 follows in a series of compulsory courses, each with specified learning outcomes:

  • Creative Teamwork: “The course focuses on working methods co-operation practices within the studies and the professional field of sustainability”.
  • Creating the Mindset of Sustainable Societies: “To create the common ground of sustainability studies and to learn to deal with different scopes of sustainability concept in complex environments. Understanding mindsets and sustainable societies: what this means in political, governmental, business, organizational, individual and groups/community levels”.
  • Systems Thinking 1: “Learning the basics of the systems thinking approach in the context of sustainability. The students who have participated actively in the intensive course will be able to use the basic vocabulary and concepts of the systems thinking approach. The students also develop their skills in working and presenting ideas in multi-disciplinary teams”.
  • Systems Thinking 2: “Learning how systems thinking can be applied in questions of sustainability in different fields. During this intensive course, the students familiarize themselves with different ways of using the systems approach to tackle problematic situations. The aim is to understand both the versatility of the systems approach and the importance of choosing the right systems tools for each case.
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As part of the Master’s Program in Creative Sustainability at Aalto University, I’ll be in Finland for 3 weeks in February, as an instructor.  I’m doing this as a favour for Katri Pulkkinen, who has been teaching the course since 2010, and felt that she needed some extra time to work on her Ph.D. dissertation.

Systems Thinking 2 follows in a series of compulsory courses, each with specified learning outcomes:

  • Creative Teamwork: “The course focuses on working methods co-operation practices within the studies and the professional field of sustainability”.
  • Creating the Mindset of Sustainable Societies: “To create the common ground of sustainability studies and to learn to deal with different scopes of sustainability concept in complex environments. Understanding mindsets and sustainable societies: what this means in political, governmental, business, organizational, individual and groups/community levels”.
  • Systems Thinking 1: “Learning the basics of the systems thinking approach in the context of sustainability. The students who have participated actively in the intensive course will be able to use the basic vocabulary and concepts of the systems thinking approach. The students also develop their skills in working and presenting ideas in multi-disciplinary teams”.
  • Systems Thinking 2: “Learning how systems thinking can be applied in questions of sustainability in different fields. During this intensive course, the students familiarize themselves with different ways of using the systems approach to tackle problematic situations. The aim is to understand both the versatility of the systems approach and the importance of choosing the right systems tools for each case.
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Much of the best work is done by amateurs (1890)

The origin of “much of the best work” is “done by amateurs” dates back to 1890 in photography.  At that time, glass photographic plates was the norm for large images, as compared to the Kodak box camera released in 1888 with flexible roll film returned to the company for processing and reloading.

Thoroughness

Much of the best work one sees is done by so-called amateurs. In fact, good work can only be done by amateurs in the true sense; i.e., those who love their work, and the secret is thoroughness. One must be thoroughly interested in the work—make a thorough study of the subject, and have nerve enough to keep the holder out of the camera unless the light is satisfactory and the composition thoroughly good. The “you press the button and we do the work” method is often effective, but for plates of any size more often a waste than a gain.

Very frequently we see picture makers who carefully read and observe the instructions sent by the makers with each box of plates, and the result is favorable. I envy them their pictures and the ability to stick to instructions, but I can’t do it myself. I confess to having little interest in a picture after the first batch of prints, or even after the negative has shown its quality—for the chemistry and other details of the subject exhaust most of my zeal.

It has been my pleasure to incite some hundreds of persons to try the various branches of photography, pure and simple, while I have done some work in every branch from wet-plate to photo-engraving, and the criticisms here made apply equally to myself.

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The origin of “much of the best work” is “done by amateurs” dates back to 1890 in photography.  At that time, glass photographic plates was the norm for large images, as compared to the Kodak box camera released in 1888 with flexible roll film returned to the company for processing and reloading.

Thoroughness

Much of the best work one sees is done by so-called amateurs. In fact, good work can only be done by amateurs in the true sense; i.e., those who love their work, and the secret is thoroughness. One must be thoroughly interested in the work—make a thorough study of the subject, and have nerve enough to keep the holder out of the camera unless the light is satisfactory and the composition thoroughly good. The “you press the button and we do the work” method is often effective, but for plates of any size more often a waste than a gain.

Very frequently we see picture makers who carefully read and observe the instructions sent by the makers with each box of plates, and the result is favorable. I envy them their pictures and the ability to stick to instructions, but I can’t do it myself. I confess to having little interest in a picture after the first batch of prints, or even after the negative has shown its quality—for the chemistry and other details of the subject exhaust most of my zeal.

It has been my pleasure to incite some hundreds of persons to try the various branches of photography, pure and simple, while I have done some work in every branch from wet-plate to photo-engraving, and the criticisms here made apply equally to myself.

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Systems Thinking and the Learning Aesthetic (Systems Thinking Ontario, 2013-03-21)

When can learning about system thinking be fun (and when can’t it be)?  This was the focus question for the third Systems Thinking Ontario meeting. We had a slight change in format from the reading-oriented prior agendas, as Steve Easterbrook led us through a more experiential approach to systems thinking.  As usual, participants were provided with pre-readings, this time from Linda Booth Sweeney.  As a change for the in-person meeting, Steve went directly to exercises from the Systems Thinking Playbook, which he has been using in classes such as Systems Thinking for Global Problems.  While the exercises are appropriate for students down into the primary school level, Steve has found that graduate students also enjoy and learn from them.  In the short time available, we played through two exercises and then broke out into discussion subgroups.

The first exercise was called “Frames”.  Steve provided each of us with a piece of paper with a small aperture cut out of the centre.

di_20130321_174830_st-on_sme_frame.jpg

The playbook gives the following directions.

Geographic Framing

Step 1:  Ask all participants to hold their viewing holes out at arm’s length.

Ask them to look through the holes and focus on a specific object; for example, a cluster of tennis balls on a table, a poster, you, or whatever object you choose.  [….]

Step 2:  Ask the following questions, pausing for 10-20 seconds after each, so participants have time to ponder their answer.

Read more (in a new tab)

When can learning about system thinking be fun (and when can’t it be)?  This was the focus question for the third Systems Thinking Ontario meeting. We had a slight change in format from the reading-oriented prior agendas, as Steve Easterbrook led us through a more experiential approach to systems thinking.  As usual, participants were provided with pre-readings, this time from Linda Booth Sweeney.  As a change for the in-person meeting, Steve went directly to exercises from the Systems Thinking Playbook, which he has been using in classes such as Systems Thinking for Global Problems.  While the exercises are appropriate for students down into the primary school level, Steve has found that graduate students also enjoy and learn from them.  In the short time available, we played through two exercises and then broke out into discussion subgroups.

The first exercise was called “Frames”.  Steve provided each of us with a piece of paper with a small aperture cut out of the centre.

di_20130321_174830_st-on_sme_frame.jpg

The playbook gives the following directions.

Geographic Framing

Step 1:  Ask all participants to hold their viewing holes out at arm’s length.

Ask them to look through the holes and focus on a specific object; for example, a cluster of tennis balls on a table, a poster, you, or whatever object you choose.  [….]

Step 2:  Ask the following questions, pausing for 10-20 seconds after each, so participants have time to ponder their answer.

Read more (in a new tab)

Learning styles and online instruments

Sean Whiteley synthesized the Memletics (Learning) Styles from two brain models: Multiple Intelligences (from Howard Gardner) and the Visual-Auditory-Kinesthetic model (derived from sensory-based modes from NLP).

The Memletics Learning Styles Questionnaire on http://learning-styles-online.com is cited as created in 2004, based on the Memletics Accelerated Learning Manual, by Sean Whiteley (Advanogy, 2003).  With neither memletics.com nor advanogy.com domains currently online, the ebook has been reproduced on scribd.com by Maria McConkey.  Whiteley bases his model on “brain regions”.

… we first look at the basis of learning styles and their influence on learning.  [….] We then look at each of the Memletic Styles in turn.  In summary, these are:

  • Visual. You prefer using pictures, images, and spatial understanding.
  • Aural. You prefer using sound and music.
  • Verbal. You prefer using words, both in speech and writing.
  • Physical. You prefer using your body, hands and sense of touch.
  • Logical. You prefer using logic, reasoning and systems.
  • Social. You prefer to learn in groups or with other people.
  • Solitary. You prefer to work alone and use self-study.

Lastly, we look at how you can improve your learning by using learning styles. One obvious way is to use more of your dominant learning styles. An interesting feature of learning styles is that you can also improve your learning performance by using styles you do not often use. If you are a mainly visual person, then you can make a lesson more memorable by using some aural content in your visualizations.

Read more (in a new tab)

Sean Whiteley synthesized the Memletics (Learning) Styles from two brain models: Multiple Intelligences (from Howard Gardner) and the Visual-Auditory-Kinesthetic model (derived from sensory-based modes from NLP).

The Memletics Learning Styles Questionnaire on http://learning-styles-online.com is cited as created in 2004, based on the Memletics Accelerated Learning Manual, by Sean Whiteley (Advanogy, 2003).  With neither memletics.com nor advanogy.com domains currently online, the ebook has been reproduced on scribd.com by Maria McConkey.  Whiteley bases his model on “brain regions”.

… we first look at the basis of learning styles and their influence on learning.  [….] We then look at each of the Memletic Styles in turn.  In summary, these are:

  • Visual. You prefer using pictures, images, and spatial understanding.
  • Aural. You prefer using sound and music.
  • Verbal. You prefer using words, both in speech and writing.
  • Physical. You prefer using your body, hands and sense of touch.
  • Logical. You prefer using logic, reasoning and systems.
  • Social. You prefer to learn in groups or with other people.
  • Solitary. You prefer to work alone and use self-study.

Lastly, we look at how you can improve your learning by using learning styles. One obvious way is to use more of your dominant learning styles. An interesting feature of learning styles is that you can also improve your learning performance by using styles you do not often use. If you are a mainly visual person, then you can make a lesson more memorable by using some aural content in your visualizations.

Read more (in a new tab)

Systemic Thinking for Planners and Designers (CS0005), Aalto University, Finland

In February, I returned to Finland to teach the Systemic Thinking for Planners and Designers CS0005 course in the master’s program in Creative Sustainability at Aalto University.  I had previously blogged about teaching and learning from the Systemic Thinking for Sustainable Communities CS0004 course in October.  The February course was again intensive, this time on a Friday-Tuesday-Friday schedule.

All of the course content is available as open source in a directory at http://coevolving.com/aalto/201102-cs0005/ .  Here’s a map outlining the course.

The style of the classes again centered on a list of references from which students could select according to personal interests, supplemented by lectures outlined with context maps.  The course outline was provided as long form text that evolved online during the week.  Written responses from students were most frequently posted on public blogs, with notifications and responses on the Systemicists Forum on the Systems Community of Inquiry, with separate threads for Day 1, Day 2, Day 3, and the final essays.

The first lecture for CS0005 was a quick review of the first topic for CS0004 in October, foundations for a systems approach.  This turned out to be a worthwhile activity, as the students (and my co-instructors!) had mulled over the basic ideas of systems for four months, resulting in more reflection and questions than I was expecting.

This background in the first lecture continued with a discussion of method frameworks.

In February, I returned to Finland to teach the Systemic Thinking for Planners and Designers CS0005 course in the master’s program in Creative Sustainability at Aalto University.  I had previously blogged about teaching and learning from the Systemic Thinking for Sustainable Communities CS0004 course in October.  The February course was again intensive, this time on a Friday-Tuesday-Friday schedule.

All of the course content is available as open source in a directory at http://coevolving.com/aalto/201102-cs0005/ .  Here’s a map outlining the course.

The style of the classes again centered on a list of references from which students could select according to personal interests, supplemented by lectures outlined with context maps.  The course outline was provided as long form text that evolved online during the week.  Written responses from students were most frequently posted on public blogs, with notifications and responses on the Systemicists Forum on the Systems Community of Inquiry, with separate threads for Day 1, Day 2, Day 3, and the final essays.

The first lecture for CS0005 was a quick review of the first topic for CS0004 in October, foundations for a systems approach.  This turned out to be a worthwhile activity, as the students (and my co-instructors!) had mulled over the basic ideas of systems for four months, resulting in more reflection and questions than I was expecting.

This background in the first lecture continued with a discussion of method frameworks.

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