6.1.1 Applying Systems Thinking via Systemigrams™ for Defining the Body of Knowledge and Curriculum to Advance Systems Engineering (BKCASE) Project

Squires, Alice; Pyster, Art; Sauser, Brian; Olwell, David H.; Enck, Stephanie; Gelosh, Don; Anthony, Jim

doi:10.1002/j.2334-5837.2010.tb01101.x

Cited by 12 publications

(7 citation statements)

References 4 publications

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“…Systemigrams help to translate a system problem from structured text into a storyboard-type diagram that describes the system's principal concepts, actors, events, patterns, and processes. Systemigrams are substantially more than causal loop diagrams, and their main thrust is to tell a story [31], [32]. The systemigram starts in the upper left-hand corner of the diagram, and flows to the lower right-hand node, representing the end purpose or mainstay of the system.…”

Section: Systems Thinking and Systemigramsmentioning

confidence: 99%

Systems Engineering and Project Management — Crossing the Great Divide

Oosthuizen

Benade

2021

SAJIE

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Project management (PM) and systems engineering (SE) practitioners and academics experience various challenges regarding meaningful interaction while seeking project success. This situation exists despite sophisticated PM and SE software tools, the existing body of knowledge documents of different professional bodies, and numerous publications addressing this challenge. Generally, projects are fragmented from their initiation on the highest level into a ‘technical’ process and a project management process. This paper summarises the outcomes of several research projects undertaken from 2012 until recently to analyse the problem. The outputs of these studies are also compared with contemporary research to present an understanding of the problem and to suggest potential solutions to improve PM and SE interaction. The aim is to provide a starting point for future-focused research to evaluate the proposed improvements.

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Section: Systems Thinking and Systemigramsmentioning

confidence: 99%

Systems Engineering and Project Management — Crossing the Great Divide

Oosthuizen

Benade

2021

SAJIE

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“…The inherent complexity of larger systems tends to make prose-only descriptions quite long and involved, and there is significant potential for improving efficiency of information transmittal by adding graphical tools. Thus, systemigrams are said to represent a symmetry between prose and graphics …”

Section: Concept Maps Extensions and Systemigramsmentioning

confidence: 99%

Graphical Tools for Conceptualizing Systems Thinking in Chemistry Education

et al. 2019

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One challenge associated with introducing systems thinking in chemistry classrooms is the increase in content complexity that students face when they engage in this type of approach. Placing core chemical ideas within larger systems has promise, as long as students are not overwhelmed by the added complexity. Although there are many potential strategies for dealing with complexity, one common tool is to employ visual or graphical tools to help conceptualize the problem or system at hand. In part because systems thinking touches on many potential levels of implementation, there are different visual tools that are helpful in conceptualizing different aspects. Some tools, such as systemsoriented concept map extension (SOCME) diagrams and systemigrams, use methodologies often associated with concept mapping but add features that enhance their applicability in systems thinking. Object−Process Methodology (OPM), which has seen fairly wide use in systems engineering contexts, uses formally defined components and links between them to help conceptualize systems and problems. Many systems of interest are dynamic in nature so tools such as behavior over time graphs (BOTG) are helpful in calibrating the temporal aspects of systems. Such dynamics are also captured via causal loop diagrams and stock and flow diagrams. Here, we introduce and describe the affordances of multiple types of graphical tools that can be used to support systems thinking approaches in chemistry education. Knowing the uses and advantages of these different tools will allow instructors to make informed choices about the tools that will best meet a particular educational goal when using systems thinking approaches in the classroom.

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“…With the rapid development of science and technology, new knowledge and technologies are rapidly growing, leading to increasingly large and complex knowledge systems for all kinds of majors [1][2][3][4][5][6][7][8]. When studying the major-specific knowledge, however, learners currently have some problems.…”

Section: Introductionmentioning

confidence: 99%

Construction and Application of a Major-Specific Knowledge Graph Based on Big Data in Education

Wu¹,

Jia²

2022

Int. J. Emerg. Technol. Learn.

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The main problems lying in the learning process of learners in different majors are that they study blindly and do not have a complex knowledge structure, which are seriously affecting their learning effects. But if a knowledge graph can be modeled for the major-specific curriculum system using the quantitative method from the perspective of knowledge network, it may be able to improve the existing teaching problems and optimize the teaching quality. The existing major-specific knowledge graphs were all constructed in an abstract form, ignoring the inherent prior learning relationship between teaching units and curriculum knowledge. To this end, taking English major as an example, this paper studied the construction and application of a major-specific knowledge graph based on the big data in education. Firstly, the English major-specific knowledge graph was modeled, the calculation process of node importance was shown, and a localized graph of the knowledge network of English major courses was given. Then, a multi-node feature selection framework for the English major-specific knowledge graph was constructed based on the context of nodes, and the importance of the top k nodes in the constructed knowledge graph was extracted using the multi-node feature extraction technology. After that, the experimental results verified the stability and connectivity of the nodes in the constructed knowledge graph.

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6.1.1 Applying Systems Thinking via Systemigrams™ for Defining the Body of Knowledge and Curriculum to Advance Systems Engineering (BKCASE) Project

Cited by 12 publications

References 4 publications

Systems Engineering and Project Management — Crossing the Great Divide

Systems Engineering and Project Management — Crossing the Great Divide

Graphical Tools for Conceptualizing Systems Thinking in Chemistry Education

Construction and Application of a Major-Specific Knowledge Graph Based on Big Data in Education

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