Coevolving Innovations

… in Business Organizations and Information Technologies

  • Recent Posts

  • Archives

  • RSS qoto.org/@daviding (Mastodon)

    • New status by daviding April 1, 2019
      Afternoon break in 200-year-old mid-lake pavilion included zhong, quail eggs, kumquats, sesame peanut blocks, preserved plums. Following afternoon visiting two art museums, the snack re-energized us into discussing philosophy, following the tradition of those frequenting Chinese teahouses. (Yuyuan Tea House, Yu Garden, Shanghai, PR China) 20190331 @marcocataffo
    • New status by daviding April 1, 2019
      Here in Shanghai, @marcocataffo has a Thinkpad T430 , which I've now brought up to date with Manjaro Linux (and Kubuntu LTS as a backup) alongside Windows 7. He's now 2 days jet lagged from Italy. Eventually, maybe @antlerboy will meet somewhere.
    • daviding shared a status by antlerboy@mastodon.social February 9, 2019
      @daviding Wittgenstein:"6.54 My propositions are elucidatory in this way: he who understands me finally recognizes them as senseless, when he has climbed out through them, on them, over them. (He must so to speak throw away the ladder, after he has climbed up on it.)"
    • New status by daviding February 9, 2019
      Dinner with @rms @fsf inviting the activists #CivicTechTO to gain some insight into discussions on privacy concerns #QuaysideToronto. We outlined but didn't delved into the complexity of three levels of government involved in #WaterfrontTO. (Royal Myanmar, Homer Avenue, Etobicoke, Ontario) 20190208
    • New status by daviding January 24, 2019
      Each of us can find different meaning from the same words. > The poetic prose of ancient Chinese philosopher Zhuangzi, for example, is a stunning piece of compressed thought and meaning with a deft touch of humour: ”The fish trap exists because of the fish; once you’ve gotten the fish, you can forget the trap. […]
  • RSS on IngBrief

    • Contextual dyadic thinking (Lee, 2017)
      Contextual dyadic thinking is proposed by Keekok Lee in her 2017 The Philosophical Foundations of Classical Chinese Medicine. This is as a way of appreciating Chinese implicit logic, as an alternative to dualistic thinking that has developed over centuries in Western philosophy.
    • Dao, de, wei, wuwei (Lai 2003)
      Appreciating wei and wuwei has led to the context of dao and de, in the writings of Karyn L. Lai. The scholarly review acknowledges prior interpretations of de and dao.
    • Engineering Resilience vs. Ecological Resilience (Holling, 1996)
      For @theNASciences in 1996, #CSHolling clarified definitions of resilience, with engineering seeking one equilibrium state, while ecology recognizes many. Those who emphasize the near-equilibrium definition of engineering resilience, for example, draw predominantly from traditions of deductive mathematical theory (Pimm,. 1984) where simplified, untouched ecological systems are imagined, or from traditions of engineering, where the motive […]
    • Service coproductions as reciprocal activities
      In addition to extrinsic economic exchange, #JohnMCarroll #JiaweiChen #ChienWenTinaYuan #BenjaminHanrahan @ISTatPENNSTATE say service coproductions relying on all participants to collaborate in both economic exchange and social exchange. Service coproduction is a special case of service provision in which the roles of service provider and service recipient both require active participation. Examples include healthcare, education, and […]
    • Science and Society in East and West | Joseph Needham | 2004
      In researching #SystemsChange, fundamental differences in science and philosophy in the west and the Chinese were surfaced by #JosephNeedham. A useful translation of wéi and wú wéi (i.e. 為 and 無為 , or 为 and 无为) is the ways of "human will" and "nature" as juxtaposed.
    • Wiki as computational platform
      Thinking forward on #federatedwiki, rather than backwards by @wardcunningham. > [Federated wiki] is a computational platform for the collaborative construction of things that work and will continue to work as platform technology evolves underneath it. > Too much thinking about wiki as a note-taking system will just hold it back.
  • RSS on Media Queue

  • RSS on daviding.com

    • 2019/03 Moments March 2019
      Month of intensive lectures and research meetings, in Toronto and then in Shanghai, with social breaks on local excursions to clear minds.
    • 2019/02 Moments February 2019
      Reduced exercise outside with a cold and snowy February, with excursions out of the house to warm places with family, friends and colleagues.
    • 2019/01 Moments January 2019
      January in Toronto has lots of intellectual offerings and artistic exhibitions to attract the curious out of warm homes, through cold and snow.
    • 2018/12 Moments December 2018
      Tried to have a normal month, with a busy social calendar of birthdays, a funeral plus Christmas season, while daily temperatures hovered just above freezing.
    • 2018/11 Moments November 2011
      Mentally busy month with a conference coming to town, and maintaining the regular pattern of local meetings, travel around town only by bicycle.
    • 2018/10 Moments October 2018
      October had more bicycling cross-town as fall temperatures declined, plus a 6-day trip to Portland Oregon for pattern language conferences.
  • Meta

  • Currently Viewing Posts Tagged aalto university

    Eight infographics from “Systems Thinking 2” (2016)

    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.

    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.

    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. The students learn to interpret and present systems thinking ideas and to apply them to their own field”.

    The official content of the course is delivered in intensive sessions:

    • During this intensive course, the students study materials from different sources and make presentations to the course, using a peer learning method. The reading materials cover several ideas of systems thinking applications. The intensive course consists of 4-5 days of lectures, team work and presentations, and individual learning diary and a final essay.

    On January 12, my colleagues Susu Nousala and Glen Forde launched the course in a 2-hour session with orientation materials.  The course content is available on the open Internet at http://coevolving.com/aalto/201602-st2-muo-e8004/, and has been evolving over the past week.

    Map 00: Course content

    The 25 students have been organized into 8 groups.  Each group is preparing to stake a position on a research reference cluster, to lead an hour discussion for the class.  The systems concepts have been specified as:

    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. The students learn to interpret and present systems thinking ideas and to apply them to their own field”.

    The official content of the course is delivered in intensive sessions:

    • During this intensive course, the students study materials from different sources and make presentations to the course, using a peer learning method. The reading materials cover several ideas of systems thinking applications. The intensive course consists of 4-5 days of lectures, team work and presentations, and individual learning diary and a final essay.

    On January 12, my colleagues Susu Nousala and Glen Forde launched the course in a 2-hour session with orientation materials.  The course content is available on the open Internet at http://coevolving.com/aalto/201602-st2-muo-e8004/, and has been evolving over the past week.

    Map 00: Course content

    The 25 students have been organized into 8 groups.  Each group is preparing to stake a position on a research reference cluster, to lead an hour discussion for the class.  The systems concepts have been specified as:

    2013/10/07 Lectures at Aalto University (web video)

    The Creative Sustainability program at Aalto University recorded the two lectures that they hosted on October 7.  They’ve done the post-production work to make the videos available on the web. The recordings are HD-quality, so they can be viewed full screen on Vimeo.

    The first talk on “Service Systems, Natural Systems: Systems Approaches to Urban Issues”, given at the Aalto University Design Factory, is at https://vimeo.com/76852952.  The slides, on the Coevolving Commons, were originally written for a City Sciences meeting at the University of Toronto, about a year ago.
    [raw]

    David Ing – Service Systems, Natural Systems: Systems Approaches to Urban Issues from Creative Sustainability on Vimeo.

    [/raw]

    The second talk on “Design Flaws and Service Systems Breakdowns: Learning from Systems Thinking”, given at the Aalto University Media Factory, is at https://vimeo.com/77131431 .  The slides, on the Coevolving Commons, were a preview of the presentation for the Relating Systems Thinking and Design 2 2013 meeting at AHO (The Oslo School of Architecture and Design) later that week.
    [raw]

    David Ing – Design Flaws and Service System Breakdowns: Learning from Systems Thinking from Creative Sustainability on Vimeo.

    [/raw]

    The Creative Sustainability program at Aalto University recorded the two lectures that they hosted on October 7.  They’ve done the post-production work to make the videos available on the web. The recordings are HD-quality, so they can be viewed full screen on Vimeo.

    The first talk on “Service Systems, Natural Systems: Systems Approaches to Urban Issues”, given at the Aalto University Design Factory, is at https://vimeo.com/76852952.  The slides, on the Coevolving Commons, were originally written for a City Sciences meeting at the University of Toronto, about a year ago.
    [raw]

    David Ing – Service Systems, Natural Systems: Systems Approaches to Urban Issues from Creative Sustainability on Vimeo.

    [/raw]

    The second talk on “Design Flaws and Service Systems Breakdowns: Learning from Systems Thinking”, given at the Aalto University Media Factory, is at https://vimeo.com/77131431 .  The slides, on the Coevolving Commons, were a preview of the presentation for the Relating Systems Thinking and Design 2 2013 meeting at AHO (The Oslo School of Architecture and Design) later that week.
    [raw]

    David Ing – Design Flaws and Service System Breakdowns: Learning from Systems Thinking from Creative Sustainability on Vimeo.

    [/raw]

    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.

    Learning about teaching: systems thinking and sustainability course in Finland

    [Frank] Oppenheimer had a provocative approach to learning, which can be summarized by saying that …

    the best way to learn is to teach, the best way to teach is to keep learning, and that what counts in the end is having had a shared, reflected experience.  (Delacote, 1998)

    At the beginning of October, I had blogged about starting the first of two courses in the master’s program in Creative Sustainability at Aalto University.  I’ve been maintaining the content online as open courseware, and have now added an index page.  The context map and the course outline have evolved, and should now have mostly stabilized with the conclusion of the lectures.

    The course isn’t quite done yet, as the students have to write research papers.  I took responsibility for the course content, and Aija Staffans and Katri-Liisa Pulkkinen have taken responsibility for guiding the students through the university practicalities and evaluating their learning.

    While I have previously instructed at the master’s and doctoral level before, I don’t claim to be the greatest teacher.  I see myself as a researcher who can share content with students, whom may have more or less interest in the topics.  Teaching this first class on Systemic Thinking of Sustainable Communities (with a follow on of Systemic Thinking for Planners and Designers scheduled five months later) has led me to some of my own learning, with overall conclusions that include:

    • 01. Sustainability is a topical theme that can be complemented by the systems sciences
    • 02. Designing for dialogues about future systems is distinct from designing future systems that will learn
    • 03. Open courseware is a foundation, and not a replacement for teaching
    • 04. Education on systems thinking from a systems sciences approach should include both theory and method
    • 05. Today’s students are comfortable with online materials, social communities and blogging

    Having the course materials available on the Internet allowed me — with sufficient warning to students that they should check revision dates on documents — a luxury to revise materials just before the lectures … and following the lectures.  Thus, there are some specific learning on each of the content for each lecture:

    • 06. Map 01: Foundations for a systems approach
    • 07. Map 02: Boundaries, inquiry, perspectives
    • 08. Map 03: Learning categories, postnormal science, ignorance
    • 09. Map 04: Dialogue, engagement, intervention
    • 10. Map 05: Ecosystems, collapse, resilience
    • 11. Map 06: System design frameworks

    My reflections are expanded, below.

    01. Sustainability is a topical theme that can be complemented by the systems sciences

    [Frank] Oppenheimer had a provocative approach to learning, which can be summarized by saying that …

    the best way to learn is to teach, the best way to teach is to keep learning, and that what counts in the end is having had a shared, reflected experience.  (Delacote, 1998)

    At the beginning of October, I had blogged about starting the first of two courses in the master’s program in Creative Sustainability at Aalto University.  I’ve been maintaining the content online as open courseware, and have now added an index page.  The context map and the course outline have evolved, and should now have mostly stabilized with the conclusion of the lectures.

    The course isn’t quite done yet, as the students have to write research papers.  I took responsibility for the course content, and Aija Staffans and Katri-Liisa Pulkkinen have taken responsibility for guiding the students through the university practicalities and evaluating their learning.

    While I have previously instructed at the master’s and doctoral level before, I don’t claim to be the greatest teacher.  I see myself as a researcher who can share content with students, whom may have more or less interest in the topics.  Teaching this first class on Systemic Thinking of Sustainable Communities (with a follow on of Systemic Thinking for Planners and Designers scheduled five months later) has led me to some of my own learning, with overall conclusions that include:

    • 01. Sustainability is a topical theme that can be complemented by the systems sciences
    • 02. Designing for dialogues about future systems is distinct from designing future systems that will learn
    • 03. Open courseware is a foundation, and not a replacement for teaching
    • 04. Education on systems thinking from a systems sciences approach should include both theory and method
    • 05. Today’s students are comfortable with online materials, social communities and blogging

    Having the course materials available on the Internet allowed me — with sufficient warning to students that they should check revision dates on documents — a luxury to revise materials just before the lectures … and following the lectures.  Thus, there are some specific learning on each of the content for each lecture:

    • 06. Map 01: Foundations for a systems approach
    • 07. Map 02: Boundaries, inquiry, perspectives
    • 08. Map 03: Learning categories, postnormal science, ignorance
    • 09. Map 04: Dialogue, engagement, intervention
    • 10. Map 05: Ecosystems, collapse, resilience
    • 11. Map 06: System design frameworks

    My reflections are expanded, below.

    01. Sustainability is a topical theme that can be complemented by the systems sciences

    Creative Commons License
    This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
    Theme modified from DevDmBootstrap4 by Danny Machal